Task-based pronunciation teaching: Lack of auditory precision but not memory hinders learning

This study examined the impact of individual differences in perception and cognition on the effectiveness of task-based pronunciation teaching (TBPT). Seventy young adult Chinese speakers were randomly assigned to either an experimental or control group. The experimental group participated in a 30-minute TBPT session, engaging in meaning-oriented tasks designed to help them notice and practice two English vocalic contrasts: [ɛ]-[æ] (e.g., “set” vs. “sat”) and [ɪ]-[i] (e.g., “sit” vs. “seat”). Participants’ learning patterns were then assessed based on their aptitude on perceptual (auditory processing) and cognitive (working memory) levels. Analysis of pre- and post-test results, conducted through forced-choice identification tasks, revealed significant improvements in vowel performance (approximately 10% gain), particularly among participants with normative auditory precision. However, the effectiveness of TBPT was limited among those with lower auditory precision. These findings highlight the negative impact of lower-order aptitude, specifically auditory processing, on the efficacy of TBPT.