CAN AUDIO-VISUAL TRAINING EQUALLY AFFECT PHONEMIC AND PHONETIC CONTRASTS? AN EXAMPLE OF L2 FRICATIVE PRODUCTION

Abstract

The paper explores the effect of audio-visual perceptual training on Serbian EFL learners’ production of novel phonemic and phonetic contrasts in L2, specifically focused on fricatives. Hence, the paper aims at discovering whether audio-visual training has equal effects at phonemic and phonetic levels, and also, whether the effect is the same at two different age/proficiency levels, 6th grade primary and 4th grade secondary school. In order to explore the phonemic level we concentrated on interdental fricatives, and for the phonetic level differences sibilant contrasts were included, following the predictions of the Perceptual Assimilation Model (Best 1994) and Speech Learning Model (Flege 1995). The testing for relevant acoustic information was per- formed prior to and immediately following the experimental period, when all the participants were recorded pronouncing a prepared sentence list containing target sounds. It consisted of measuring spectral moments, frication duration and comparison of spectrograms. The results of the audio-visual phonetic training proved especially beneficial for phonemic contrasts, i.e. interdental fricatives for both levels of age/proficiency, while sibilant contrasts showed insignificant progress. The age/proficiency level did not appear to be a significant predictor of the effect of audio-visual training. Along with the empirical results, the paper likewise presents pedagogical implications important for pronunciation teaching and highlights the significance of phonetic training in the Serbian EFL context in particular.