Substantial research suggests that high variability (multitalker) phonetic training helps second language (L2) adults improve differentiation of challenging nonnative speech sounds. Is such training also useful for L2 children? Existing studies have mixed findings and important limitations. We investigate the potential benefits of computerized phonetic training for 50 Dutch 7‐year‐olds and 39 11‐year‐olds trained on English vowel contrasts in a 2‐week study in a classroom setting. Half received multitalker, and half received single‐talker input (i.e., high variability vs. low variability; HV vs. LV), with learning evaluated by a battery of tests. Both groups improved in training; however, 11‐year‐olds improved more. Moreover, 11‐year‐olds showed generalization to novel talkers, and 7‐year‐olds did not, with Bayes factor analyses providing evidence for the null. Generalisation in 11‐year‐olds was no greater following HV than LV input, with evidence for the null on one of two tasks where generalization was found. Results are discussed in terms of the interplay between age, task demands, and talker variability.

中文翻译：

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通过语音训练训练儿童学习者非母语元音对比：任务和变异性的作用


大量研究表明，高变异性（多说话者）语音训练有助于第二语言 (L2) 成年人提高对具有挑战性的非母语语音的辨别力。这样的训练对L2孩子也有用吗？现有研究的结果好坏参半，并且存在重要的局限性。我们在课堂环境中进行了为期两周的研究，调查了对 50 名荷兰 7 岁儿童和 39 名 11 岁儿童进行英语元音对比训练的计算机化语音训练的潜在好处。一半接收多说话者输入，一半接收单说话者输入（即高变异性与低变异性；HV 与 LV），并通过一系列测试评估学习情况。两组都在训练中取得了进步；然而，11 岁的孩子进步更大。此外，11 岁的孩子对新颖的谈话者表现出泛化能力，而 7 岁的孩子则没有，贝叶斯因子分析为零值提供了证据。 11 岁儿童在 HV 输入后的泛化能力并不比 LV 输入更强，有证据表明，在发现泛化的两项任务之一上，其结果为空。结果根据年龄、任务要求和说话者变异性之间的相互作用进行讨论。