Experience with computerized speech-perception training (SPATS-ESL) for speakers of other languages learning English.
James D. Miller, Roy Sillings, Charles S. Watson, Isabelle Darcy, Kathleen Bardovi‐Harlig · The Journal of the Acoustical Society of America · 2009
SPATS-ESL evolved as it was used by volunteers and as a supplement to classes in the Intensive English and English Enhancement Programs at Indiana University (Bloomington). These trials with eighty ESL-learners representing 12 L1s resulted in the curriculum described in the companion poster. Before training, the ESL learners exhibited significant problems with perceiving spoken English. These were greatest for syllable nuclei, least for syllable onsets, and intermediate for syllable codas. Recognition of spoken sentences was also inferior to that of native speakers of English. Improvement on all tasks including sentence recognition was proportional to the total time spent with SPATS. Based on the data and on reasonable extrapolations therefrom, many ESL-learners, after 20–30 hours of spaced practice with SPATS-ESL, appear to be approaching the performance of native-speakers of English on all SPATS-ESL tasks. Responses to questionnaires and comments indicate that the participants believed that SPATS-ESL training (a) was useful, (b) should be used in other classes, (c) helped them understand native speakers in real-life situations, and (d)would help them to improve their pronunciation of English. More advanced students were more enthusiastic about SPATS-ESL than less advanced students. Individual and group data supporting these generalizations and extrapolations will be presented.