ABSTRACT
Language learning is a multimodal endeavor; to improve their pronunciation in a new language, learners access not only auditory information about speech sounds and patterns, but also visual information about articulatory movements and processes. With the development of new technologies in computer-assisted pronunciation training (CAPT) come new possibilities for delivering feedback in both auditory and visual modalities. The present paper surveys the literature on computer-assisted visual articulation feedback, including direct feedback that provides visual models of articulation and indirect feedback that uses visualized acoustic information as a means to inform articulation instruction. Our focus is explicitly on segmental features rather than suprasegmental ones, with visual feedback conceived of as providing visualizations of articulatory configurations, movements, and processes. In addition to discussing types of visual articulation feedback, we also consider the criteria for effective delivery of feedback, and methods of evaluation.
ABSTRACT
The present experiments examined the effect of processing words for their survival value, relevance to moving and pleasantness on participants' free recall scores in both nominal groups (non-redundant pooled individual scores) and collaborative dyads. Overall, participants recalled more words in the survival processing conditions than in the moving and pleasantness processing conditions. Furthermore, nominal groups in both the pleasantness condition (Experiment 1) and the moving and pleasantness conditions (Experiment 2) recalled more words than collaborative groups, thereby replicating the oft-observed effect of collaborative inhibition. However, processing words for their survival value appeared to eliminate the deleterious effects of collaborative remembering in both Experiments 1 and 2. These results are discussed in the context of the retrieval strategy disruption hypothesis and the effects of both expertise and collaborative skill on group remembering.
