THE EXPLOITATION OF SUBPHONEMIC ACOUSTIC DETAIL IN L2 SPEECH SEGMENTATION

2014 ◽  
Vol 36 (4) ◽  
pp. 709-731 ◽  
Author(s):  
Ellenor Shoemaker
Keyword(s):  
Native Speakers ◽  
First Language ◽  
Speech Segmentation ◽  
Phonological Acquisition ◽  
First Language Transfer ◽  
Allophonic Variation ◽  
L2 Phonology ◽  
Word Boundaries ◽  
French Speaking

The current study addresses an aspect of second language (L2) phonological acquisition that has received little attention to date—namely, the acquisition of allophonic variation as a word boundary cue. The role of subphonemic variation in the segmentation of speech by native speakers has been indisputably demonstrated; however, the acquisition of allophonic cues in L2 phonology remains underexplored. We examine here L2 learners’ acquisition and perception of noncontrastive acoustic differentiation at word boundaries in English. Fifty French-speaking students of English were tested on their ability to differentiate potentially ambiguous phrases in which word boundaries are marked by the word-initial aspiration of plosives (e.g.,Lou stopsvs.loose tops) or prevocalic glottal stops (e.g.,tea matvs.team at). Participants showed greater sensitivity to the presence of glottal stops than aspiration, suggesting that glottal stops may represent a more perceptually salient segmentation cue for learners than aspiration. We discuss the implications of these results regarding the role of first language transfer versus the universality of some segmentation cues.

scholarly journals Statistical Speech Segmentation in Tone Languages: The Role of Lexical Tones

2017 ◽  
Vol 61 (1) ◽  
pp. 84-96 ◽  
Author(s):  
David M. Gómez ◽  
Peggy Mok ◽  
Mikhail Ordin ◽  
Jacques Mehler ◽  
Marina Nespor
Keyword(s):  
Speech Processing ◽  
Additional Data ◽  
Native Speakers ◽  
Speech Segmentation ◽  
Lexical Tones ◽  
Tone Languages ◽  
Transitional Probabilities ◽  
Lexical Processes

Research has demonstrated distinct roles for consonants and vowels in speech processing. For example, consonants have been shown to support lexical processes, such as the segmentation of speech based on transitional probabilities (TPs), more effectively than vowels. Theory and data so far, however, have considered only non-tone languages, that is to say, languages that lack contrastive lexical tones. In the present work, we provide a first investigation of the role of consonants and vowels in statistical speech segmentation by native speakers of Cantonese, as well as assessing how tones modulate the processing of vowels. Results show that Cantonese speakers are unable to use statistical cues carried by consonants for segmentation, but they can use cues carried by vowels. This difference becomes more evident when considering tone-bearing vowels. Additional data from speakers of Russian and Mandarin suggest that the ability of Cantonese speakers to segment streams with statistical cues carried by tone-bearing vowels extends to other tone languages, but is much reduced in speakers of non-tone languages.

The Causes of Learner Pronunciation Problems in English

2019 ◽  
pp. 361-379
Author(s):  
John Rothgerber
Keyword(s):  
Second Language ◽  
First Language ◽  
Phonological Representation ◽  
Phonological Acquisition ◽  
Theoretical Understanding ◽  
Language Teacher ◽  
Phonological Processes ◽  
Pronunciation Instruction ◽  
Primary Focus

This chapter will provide the language teacher with an introduction to the theory behind the challenges and problems that learners from a variety of language backgrounds face as they learn to pronounce the sounds of English. The primary focus will be on the influence of the first language in second language phonological acquisition. This will include an overview of the role of perception of non-native sounds, as well as a consideration of phonological representation in the mental lexicon and articulatory constraints, all of which can have an effect on difficulties that learners encounter as they learn to pronounce English sounds. Attention will be given to the various components that make up the phonological system, including segmentals, suprasegmentals, phonotactics, and phonological processes. This theoretical understanding will then be applied to pronunciation instruction within the classroom by addressing what teachers can do to maximize the effectiveness of instruction.

scholarly journals An Overview of the Persian EFL learners’ Spelling Difficulties

2019 ◽  
Vol 6 (6) ◽  
pp. 127
Author(s):  
Maryam Alipour ◽  
Khazriyati Salehuddin ◽  
Siti Hamin Stapa
Keyword(s):  
Language Learners ◽  
English Language ◽  
Second Language Learners ◽  
Native Speakers ◽  
First Language ◽  
Efl Learners ◽  
Comprehensive Literature Review ◽  
Conceptual Paper ◽  
English Spelling

Spelling is considered a difficult skill for foreign and second language learners of English as the ability to spell in English language comes with a lot of effort, particularly when the English spelling system is known to be a complex system, even among native speakers. The difficulties could be linguistic and extra-linguistic. This conceptual paper reviews the differences and similarities between English and Persian spelling system, the sages of spelling difficulties among children, particularly the approach suggested by Tabrizi, Tabrizi, and Tabrizi (2013)in which the stages of learning spelling among Iranian learners are analyzed. The types of morphological, phonological, and orthographical spelling difficulties, factors contributing to the spelling difficulty, as well as a comprehensive literature review of EFL studies conducted on English spelling are provided in this paper. Finally, the mental processing and the role of memory are discussed briefly. It was concluded that examining the differences between the learners’ first language and English language may provide useful insights into the English spelling problems faced by EFL learners.

Non-native Japanese learners’ perception of consonant length in Japanese and Italian

2017 ◽  
Vol 34 (2) ◽  
pp. 179-200 ◽  
Author(s):  
Kimiko Tsukada ◽  
Felicity Cox ◽  
John Hajek ◽  
Yukari Hirata
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
First Language ◽  
The Other ◽  
Identification Task ◽  
Two Stage ◽  
Linguistic Experience ◽  
Australian English ◽  
Japanese Learners

Learners of a foreign language (FL) typically have to learn to process sounds that do not exist in their first language (L1). As this is known to be difficult for adults, in particular, it is important for FL pedagogy to be informed by phonetic research. This study examined the role of FL learners’ previous linguistic experience in the processing of a contrast absent in the L1. The FLs under investigation are Japanese and Italian, which both use contrastive consonant length. Two groups of non-native Japanese (NNJ) learners – L1 Australian English (OZ) and L1 Korean – participated in the consonant length identification task. Neither OZ nor Korean has an underlying consonant length contrast, but Korean has non-contrastive lengthening of tense obstruents with corresponding shorter preceding vowels, which may be beneficial in perceiving consonant length in an FL. We have taken a novel, two-stage approach. First, we compared the perception of Japanese long/geminate and short/singleton consonants by the two groups of NNJ learners. Second, we investigated whether FL Japanese learning by the two groups transfers to the processing of consonant length in an unknown language, Italian. Native speakers of Japanese (NJ) and Italian (NI) were included as controls. They were familiar with contrastive consonant length in their L1, but were naïve to the other language. The NJ and NI groups accurately identified the consonant length category in their L1 but were slightly less accurate in the unknown language. The two NNJ groups were generally accurate (> 80%) in perceiving consonant length not only in Japanese, but also in Italian. However, the direction of NNJ learners’ misperception (i.e. singleton as geminate or geminate as singleton) varied, suggesting that some learners, according to their L1, may categorize length in Japanese and Italian differently rather than uniformly applying the concept of [±long].

scholarly journals An Increase in Imported Goods, Imports Have Increased – The Role of Teaching Pronunciation in an Esp Classroom

2013 ◽  
Vol 10 (1) ◽  
pp. 89-98
Author(s):  
Tatjana Đurović ◽  
Nadežda Silaški
Keyword(s):  
International Business ◽  
First Language ◽  
Language Transfer ◽  
Lingua Franca ◽  
First Language Transfer ◽  
Economics Students ◽  
Speaking Skill ◽  
University Level ◽  
Teaching Pronunciation

Abstract The fact that English has become the major lingua franca of international business and economy has influenced the goal of teaching pronunciation in an ESP economics classroom: the nativelike speaking skill as the ultimate goal has been superseded by a more realistic and more reasonable goal - the adoption of intelligibility and communicability skills. We argue here, however, that pronunciation skills should be included in a university level ESP economics course syllabus. We point out common pronunciation errors made by economics students due to first-language transfer, exemplifying our points with various types of exercises aiming at overcoming their pronunciation problems.

Constructing two phonological systems: A phonetic analysis of /p/, /t/, /k/ among early Spanish–English bilingual speakers

2016 ◽  
Vol 22 (1) ◽  
pp. 51-68
Author(s):  
Earl K. Brown ◽  
Mary T. Copple
Keyword(s):  
Native Speakers ◽  
Voice Onset Time ◽  
First Language ◽  
Onset Time ◽  
Center Of Gravity ◽  
Spanish Speakers ◽  
Bilingual Speakers ◽  
English Bilingual ◽  
The Usa

Aims and objectives/purpose/research questions: Many early Spanish-English bilingual speakers in the USA learn Spanish as their first language at home and English in school. This paper seeks to elucidate whether these speakers develop a separate phonological system for English and, if so, the role of primary and secondary cues in the development of the second language (L2) system. Design/methodology/approach: The phonetic realization of the voiceless stops /p/, /t/, /k/ is analyzed among three groups: early Spanish-English bilinguals; L1 English speakers who are late learners of Spanish; and L1 Spanish speakers who are late learners of English. The participants ( N = 15) engaged in a reading task and a conversation task in each language during a single recording session. Data and analysis: 1578 tokens of /p/, /t/, /k/ were extracted and analyzed using acoustic software. Voice onset time in milliseconds and center of gravity in Hertz were analyzed, and monofactorial and multifactorial analyses were performed to determine the role of linguistic background. Findings/conclusions: Evidence is found of two phonological systems among early bilingual speakers, with varying degrees of assimilation to the phonological systems of the native speakers of each language. Originality: We argue that early bilinguals construct their L2 system of /p/, /t/, /k/ in English based on the primary cue of voice onset time rather than the secondary cue of center of gravity, as they are accustomed to noticing differences in voice onset time in Spanish and because the center of gravity of /p/, /t/, /k/ in English is more variable than voice onset time, and therefore represents a more variable and less predictable cue for early bilinguals as they construct their L2 system. Significance/implications: This paper contributes to the literature on the construction of phonological systems and to research detailing the speech of early Spanish-English bilinguals.

The role of orthotactic probability in incidental and intentional vocabulary acquisition L1 and L2

2016 ◽  
Vol 33 (2) ◽  
pp. 147-178 ◽  
Author(s):  
Denisa Bordag ◽  
Amit Kirschenbaum ◽  
Maria Rogahn ◽  
Erwin Tschirner
Keyword(s):  
Second Language ◽  
Vocabulary Acquisition ◽  
Native Speakers ◽  
First Language ◽  
Intentional Learning ◽  
Vocabulary Size ◽  
Advanced Learners ◽  
Word Meanings ◽  
L1 And L2

Four experiments were conducted to examine the role of orthotactic probability, i.e. the sequential letter probability, in the early stages of vocabulary acquisition by adult native speakers and advanced learners of German. The results show different effects for orthographic probability in incidental and intentional vocabulary acquisition: Whereas low orthographic probability contributed positively to incidental acquisition of novel word meanings in first language (L1), high orthographic probability affected positively the second language (L2) intentional learning. The results are discussed in the context of the following concepts: (1) triggering the establishment of a new representation, (2) noticing of new lexemes during reading, and (3) vocabulary size of the L1 and L2 mental lexicons.

Syntactic features and reanalysis in near-native processing

2006 ◽  
Vol 22 (3) ◽  
pp. 369-397 ◽  
Author(s):  
Holger Hopp
Keyword(s):  
Native Speakers ◽  
First Language ◽  
Target Language ◽  
Response Latencies ◽  
Advanced Learners ◽  
Reading Accuracy ◽  
L2 Processing ◽  
Ultimate Attainment ◽  
L1 English

In order to investigate second language (L2) processing at ultimate attainment, 20 first language (L1) English and 20 L1 Dutch advanced to near-native speakers of German as well as 20 native Germans were tested in two experiments on subject-object ambiguities in German. The results from a self-paced reading task and a speeded acceptability judgement task show that the lower-proficient advanced learners in this study display the same processing preferences as natives in reading accuracy yet fail to demonstrate differential response latencies associated with native syntactic reanalysis. By contrast, near-native speakers of either L1 converge on incremental native reanalysis patterns. Together, the findings highlight the role of proficiency for processing the target language since it is only at near-native levels of proficiency that non-natives converge on native-like parsing. The results support the view that endstate non-native processing and native processing are qualitatively identical.

scholarly journals Overt and covert contrast in L2 phonology

2015 ◽  
Vol 1 (2) ◽  
pp. 254-278 ◽  
Author(s):  
Fred Eckman ◽  
Gregory Iverson ◽  
Jae Yung Song
Keyword(s):  
Native Speakers ◽  
Voice Onset Time ◽  
Onset Time ◽  
Intermediate Stage ◽  
Time Lags ◽  
Phonological Acquisition ◽  
L2 Phonology ◽  
L1 Acquisition ◽  
Arabic Speaking ◽  
Disordered Speech

This paper reports results on the acquisition of the English /p/–/b/ contrast by native speakers of Arabic. This contrast does not exist in the participants’ native language (NL). The central finding of this study is that some of the research participants exhibited a covert contrast between these segments in their interlanguage productions. That is, two of the five Arabic-speaking participants who were transcribed as having no contrast between [p] and [b] did, in fact, produce a statistically reliable distinction in voice onset time lags between the two target segments. The existence of such an intermediate stage of covert contrast in the learning of L2 phonology is eminently plausible, in view of the progressive nature of phonological acquisition. Our results help bring the learning of second-language contrasts into conformity with findings of the same phenomenon in the areas of L1 acquisition and phonologically disordered speech.

scholarly journals THE ROLE OF ACOUSTIC CUES AND LISTENER PROFICIENCY IN THE PERCEPTION OF ACCENT IN NONNATIVE SOUNDS

2017 ◽  
Vol 41 (1) ◽  
pp. 179-200 ◽  
Author(s):  
Nikola Anna Eger ◽  
Eva Reinisch
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
First Language ◽  
Production Quality ◽  
Acoustic Cues ◽  
Accented Speech ◽  
Minimal Pairs

AbstractThe speech of second language learners is often influenced by phonetic patterns of their first language. This can make them difficult to understand, but sometimes for listeners of the same first language to a lesser extent than for native listeners. The present study investigates listeners’ awareness of the accent by asking whether accented speech is not only more intelligible but also more acceptable to nonnative than native listeners. English native speakers and German learners rated the goodness of words spoken by other German learners. Production quality was determined by measuring acoustic differences between minimal pairs with “easy” versus “difficult” sounds. Higher proficient learners were more sensitive to differences in production quality and between easy and difficult sounds, patterning with native listeners. Lower proficient learners did not perceive such differences. Perceiving accented productions as good instances of L2 words may hinder development because the need for improvement may not be obvious.

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