Laying the Foundation for a Multimodal View of Speech
The Multimodal Context of Phonological Learning - Debra M. Hardison
Debra M. Hardison [+]
Michigan State University
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Debra M. Hardison (PhD, Indiana University) is a faculty member in the Department of Linguistics, Languages, and Cultures at Michigan State University. She has directed language and academic programs, and taught courses on second-language phonetics and phonology, linguistics for language teachers, second language acquisition, and research methods. Her research focuses on auditory-visual integration in spoken language processing, co-speech gesture, applications of technology in perception and production training, and the relationship between learner variables and oral communication skill development. She has published in numerous handbooks, edited collections, and journals such as Language Learning & Technology, Applied Psycholinguistics, and Language Teaching Research.
Description
Chapter 1 addresses the roles that visual information from a talker’s face can play in a communicative interaction, including the establishment of a visual connection between interlocutors, and the improvement of perceptual accuracy. In contrast to early notions that speech is perceived as an auditory signal, complemented when needed by information from other modalities (e.g., to deal with noise and/or hearing loss), research has underscored the important role of multimodal input, and emphasized the impacts of stimulus, talker, and contextual factors on the contribution of sensory cues to the perceptual outcome.