Multimodality and second language phonetic learning: preliminary evidence from two experimental studies

Language learning is inherently multimodal, combining auditory, visual, and textual inputs that reflect the complexity of natural language and communication. Multimodality can also promote second language (L2) acquisition by enhancing perceptual and productive language skills. This study explores how multimodal inputs support Salentino Italian (L1) speakers in perceiving and producing Southern Standard British English (L2) vowels /e/, /æ/, /6/, and /2/. In Experiment 1, we compared audiovisual and audio-only High Variability Phonetic Training (HVPT). Audiovisual input temporarily improved perception of visually salient sounds but failed to stabilize auditory representations. Experiment 2 examined vowel production after exposure to TV series clips with L2 (English), L1 (Italian), or no subtitles. L2 subtitles improved /æ/ production, demonstrating the value of textual input in linking visual, phonetic, and orthographic information. However, the L2 vowel /2/ showed limited improvement, suggesting multimodality’s effectiveness depends on the phonetic salience and relevance of features within the L1 system. These findings highlight multimodality’s potential to enhance L2 learning while underscoring how L1 phonological traits shape its impact.