Assessing the effect of perceptual training on L2 vowel identification, generalization and long-term effects. 

This paper assessed two high variability phonetic training methods aimed at improving the perception and production of English vowels by Spanish/Catalan speakers. Fifty-four L2 learners of English were assigned to one of three groups: forced-choice identification (ID) training, AX categorical dis-crimination (DIS) training, and control group (CG). Participants’ identification and production of English vowels was assessed before training, after training and two months later. Both trained groups outperformed the CG at posttest and showed evidence of generalization and retention of learn-ing. However, the ID trainees showed greater improvement in perception and significant gain in production, pointing to a potential superiority of this method for vowel learning. These results have implications for future research on phonetic training and practical applications for the teaching of pronunciation.