标题：¿Entrenamiento perceptivo o instrucción explícita? Percepción y producción de los patrones de voice onset time iniciales del inglés (le) por estudiantes brasileños
其他标题：¿Entrenamiento perceptivo o instrucción explícita? Percepción y producción de los patrones de voice onset time iniciales del inglés (le) por estudiantes brasileños
摘要：In English, Voice Onset Time (vot) plays a crucial role in the differentiation between voiceless and voiced stop sounds in word-initial position. The combination of practices of perceptual training and explicit instruction enhance the perception and production of these segments by students of English. We investigate whether the application of each of these techniques produces positive results in terms of the perception and production of aspirated voiceless stops /p/, /t/ and /k/. Thirty Brazilian students divided into three groups participated in the study, with each group exposed to different treatments. Participants carried out identification and oral production tasks in three different moments (pretest, posttest, and delayed posttest). The results show that perceptual training improves perception, but not production. On the other hand, explicit instruction with production practices only improve production. In English, Voice Onset Time (vot) plays a crucial role in the differentiation between voiceless and voiced stop sounds in word-initial position. The combination of practices of perceptive training and explicit instruction enhance the perception and production of these segments by students of English. We investigate whether the application of each of these techniques produces positive results in terms of the perception and production of aspirated voiceless stops /p/, /t/ and /k/. Thirty Brazilian students divided into three groups participated in the study, with each group exposed to different treatments. Participants carried out identification and oral production tasks in three different moments (pretest, posttest, and delayed posttest). The results show that perceptual training improves perception, but not production. On the other hand, explicit instruction with production practices only improve production.
