High variability phonetic training using perceptual tasks such as identification and discrimination tasks has often been reported to improve L2 perception. However, studies comparing the efficacy of different tasks on different measures are rare. Forty-four Catalan/Spanish bilingual learners of English were trained with identification or categorical discrimination tasks and were tested on both measures. Results showed that both methods were successful in improving the identification and discrimination of English vowels. Training with nonword stimuli generalized to new nonwords and real word stimuli, and improvement was maintained four months later. Cross-task effects may be related to the categorical nature of the discrimination task, which may entail a level of processing similar to that of identification training. Interestingly, whereas identification training improved identification more than discrimination training, discrimination training did not enhance discrimination more than identification training. This asymmetry may be explained by task differences in the amount and type of feedback used.

据报道，使用感知任务（如识别和辨别任务）的高可变性语音训练可以提高 L2 感知。然而，比较不同任务对不同措施的疗效的研究很少见。44 名加泰罗尼亚语/西班牙语双语英语学习者接受了识别或分类辨别任务的培训，并接受了两种测量方法的测试。结果表明，两种方法都成功地提高了英语元音的识别和辨别能力。非单词刺激的训练推广到新的非单词和真实单词刺激，四个月后保持改善。跨任务效应可能与辨别任务的分类性质有关，这可能需要类似于辨别训练的处理水平。有趣的是，虽然识别培训比识别培训更能提高识别能力，但歧视培训并没有比识别培训更能增强辨别能力。这种不对称性可能是由于所用反馈的数量和类型的任务差异。