In the current study, we build on an emerging paradigm that domain-general auditory processing, which has been proposed to be a predictor of first language (L1) acquisition, plays a critical role in explaining some variance in post-pubertal L2 speech acquisition (Mueller, Friederici & Männel, Reference Mueller, Friederici and Männel2012). However, there is growing evidence that even if two learners spend the same amount of time practicing a target language in the same way within the same environment, their final outcomes will most likely be different (Doughty, Reference Doughty2019). There is evidence that learning outcomes are associated with a range of biographical variables, such as the quantity and quality of L2 input (Derwing & Munro, Reference Derwing and Munro2013), types of interlocutors (Flege & Liu, Reference Flege and Liu2001), starting age of immersion (Abrahamsson & Hyltenstam, Reference Abrahamsson and Hyltenstam2009), starting age of foreign language education (Muñoz, Reference Muñoz2014), and learning contexts (Mora & Valls-Ferrer, Reference Mora and Valls-Ferrer2012 for a comprehensive overview, see Saito, Reference Saito, Malovrh and Benati2018). ultimate attainment), and dimensions (segmentals vs. classrooms), stages (rate of learning vs. Over the past 50 years, scholars have examined the foundations of successful post-pubertal second language (L2) speech learning, focusing on a wide range of populations within diverse learning contexts (naturalistic immersion vs. Auditory processing explained a small-to-medium amount of variance in L2 speech learning, even after the other potentially confounding variables were statistically factored out. Auditory processing loaded onto modality-general capacities to represent and incorporate anchor stimuli (relative to target stimuli) into long-term memory in an implicit fashion, but dissociated from explicit abilities to remember, associate, and elaborate sensory information. The current study set out to test the hypothesis that auditory processing makes a unique contribution to L2 speech acquisition, for 70 Japanese classroom learners of English with different levels of L2 proficiency when biographical backgrounds (length of instruction and immersion) and memory abilities (working, declarative, and procedural memory) are controlled for. List(mu.phi.alpha = 0.7, = 1)Īlpha.phi ~ dnorm(mu.phi.alpha, the paradigm in L1 acquisition, scholars have begun to investigate whether participants’ domain-general ability to represent, encode, and integrate spectral and temporal dimensions of sounds (i.e., auditory processing) could be a potential determinant of the outcomes of post-pubertal L2 speech learning. Vb <- pow(xB,alpha)*pB+ b*pow(abs(yB),alpha)*(1-pB)īinval <- 1/(1+exp((vb-va)*luce))īelow is a simplified code and model which still generate the same error (ie variables not in the model: xA, pA, yA, xB, pB and others). # To obtain the mean of the hyper distribution on the wanted scale:Ī<-step(yA1)+lambda*(step(yA1)-1)ī<-step(yB1)+lambda*(step(yB1)-1) # Here priors for the hyperdistributions are defined: # We put group-level normal´s on the individual parameters:Īlpha.phi ~ dnorm(mu.phi.alpha,)I(-3, 3) Plot(hierarchical) # a visual representation Hierarchical$summary # more detailed summary Names(hierarchical) # summarizes the variables ![]() ![]() Hierarchical = bugs(data, inits, parameters,model.file, n.chains=1, n.iter=10000, n.burnin=1000, n.thin=10,DIC=T, codaPkg=F, debug=T) Lmu.lambda = 0, lsigma.lambda = 0.5, lmu.luce = 0, Model must be initialized before monitors used Model must be initialized before monitors used" Model must be initialized before updating Model must be compiled before generating initial values Model must have been compiled but not updated to be able to change RN generator Using R2OpenBUGS, I get this message:ĭata loaded (variables not in the model: xA, pA, yA, xB, pB and others) I have spent several days to unlock an error message on openbugs without success.
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