Metacognition in Second Language Speech Perception and Production

In this study, we assessed metacognition in nonnative language speech perception and production. Spanish novice learners of French identified produced the vowel contrast /ø/–/œ/ and, on each trial, rated their confidence responses. Participants’ predicted identification accuracy, suggesting that learners’ metacognitive skills are efficient at onset learning. However, participants’ production did not align with a fine-grained precision measure own (indexed by Mahalanobis distance to native target-vowel space) nor categorical (in terms being within/outside speakers’ zone), indicating sound is yet learners. Overall, ratings were similar highly correlated between tasks, but there was no association two domains task performance or ability. We discuss ramifications these findings for learning theories teaching strategies as well ongoing debate about perception–production relationship.