Effect of talker variability on comprehension of foreign-accented English: A cognitive load theory approach

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Abstract
Using a cognitive load theory approach, this study was conducted to investigate the effects of training using multiple accents on perceiving foreign-accented English for EFL learners with different levels of expertise. Specifically, it explored the benefits of using multiple talkers during training compared to a single talker for Chinese EFL learners on perceptual learning of Indian-accented English. There were four training conditions for listeners with either high- or low- expertise levels of English language proficiency: 1. A low variability multiple-talker training condition in which the stimuli sentences produced by four Indian- accented speakers were presented in a fixed order;
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Gao, Yuan
Low, Boon Hong
Sweller, John
Jin, Putai
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2010
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