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All participants took part in a pre-test, a post-test and a delayed post-test. In all these tests, they participated in a consonant identification task and took part in a read-aloud task. Our results show a significant increase of both experimental groups in identification. As for production, Group 2 exhibited a significant increase in /p/ and /t/ after training. These results are indicative of the effectiveness of perceptual training tasks in helping learners focus on Voice Onset Time.","descriptionType":"Abstract"}],"geoLocations":[],"fundingReferences":[],"xml":"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","url":"https://scielo.figshare.com/articles/dataset/Effects_of_Perceptual_Training_on_the_Identification_and_Production_of_Word-Initial_Voiceless_Stops_by_Argentinean_Learners_of_English/7518335/1","contentUrl":null,"metadataVersion":4,"schemaVersion":"http://datacite.org/schema/kernel-4","source":"mds","isActive":true,"state":"findable","reason":null,"viewCount":0,"viewsOverTime":[],"downloadCount":0,"downloadsOverTime":[],"referenceCount":1,"citationCount":0,"citationsOverTime":[],"partCount":0,"partOfCount":0,"versionCount":0,"versionOfCount":0,"created":"2018-12-26T06:04:47.000Z","registered":"2018-12-26T06:04:48.000Z","published":"2018","updated":"2021-03-27T00:40:04.000Z"},"relationships":{"client":{"data":{"id":"figshare.ars","type":"clients"}},"provider":{"data":{"id":"otjm","type":"providers"}},"media":{"data":{"id":"10.6084/m9.figshare.7518335.v1","type":"media"}},"references":{"data":[{"id":"10.5007/2175-8026.2017v70n3p15","type":"dois"}]},"citations":{"data":[]},"parts":{"data":[]},"partOf":{"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