Perception of Reductions by English Language Learners

Abstract

This study investigates the extent to which English language learners (ELLs) struggle with perceiving lexicalized reduced forms compared to their full-form counterparts in spoken English and evaluates the relative effectiveness of explicit training and implicit exposure in improving this perceptual skill. Grounded in Skill Acquisition Theory (SAT), the study examines how learners’ transcription accuracy reflects the development of perceptual skill, shifting from limited declarative awareness of these forms toward more proceduralized listening abilities. Pre-intervention results confirmed that learners experienced significantly greater difficulty recognizing reduced forms than full forms, demonstrating the persistent challenge these variants pose due to their divergence from the canonical forms emphasized in classroom instruction. Following intervention, both explicit and implicit groups showed improved accuracy; however, the statistical comparison revealed no significant difference between the two instructional approaches. Although the explicit group demonstrated a modest numerical advantage, this trend was not robust, suggesting that while explicit focus on the phonetic properties of reduced forms may offer some benefit, the present evidence does not clearly establish its superiority over implicit exposure.