The bilingual advantage in phonetic learning

2014 ◽  
Vol 18 (4) ◽  
pp. 683-695 ◽  
Author(s):  
MARK ANTONIOU ◽  
ERIC LIANG ◽  
MARC ETTLINGER ◽  
PATRICK C. M. WONG
Keyword(s):  
Language Learning ◽  
Native Language ◽  
Artificial Language ◽  
Third Language ◽  
Bilingual Advantage ◽  
Phonetic Similarity ◽  
Phonetic Learning ◽  
Fricative Voicing ◽  
Phonetic Features ◽  
Phonetic Contrasts

Numerous factors are thought to be advantageous for non-native language learning although they are typically investigated in isolation, and the interaction between them is not understood. Firstly, bilinguals are claimed to acquire a third language easier than monolinguals acquire a second. Secondly, closely related languages may be easier to learn. Thirdly, certain phonetic features could be universally more difficult to acquire. We tested these hypotheses used as explanations by having adults learn vocabularies that differentiated words using foreign phonetic contrasts. In Experiment 1, Mandarin–English bilinguals outlearned English monolinguals, and the Mandarin-like (retroflex) artificial language was better learned than the English-like (fricative voicing). In Experiment 2, bilinguals again outlearned English monolinguals for the Mandarin-like artificial language. However, only Korean–English bilinguals showed an advantage for the more difficult Korean-like (lenition) language. Bilinguals, relative to monolinguals, show a general advantage when learning ‘easy’ contrasts, but phonetic similarity to the native language is useful for learning universally ‘difficult’ contrasts.

Individual Differences in Phonetic Plasticity Across Native and Nonnative Contexts

2021 ◽  
pp. 1-14
Author(s):  
Christopher C. Heffner ◽  
Emily B. Myers
Keyword(s):  
Native Language ◽  
Individual Variability ◽  
Phonetic Variation ◽  
Phonetic Learning ◽  
Adult Participants ◽  
Vocabulary Comprehension ◽  
History Of ◽  
Phonetic Contrasts ◽  
Sound Learning ◽  
Speech And Language Disorders

Purpose Individuals vary in their ability to learn the sound categories of nonnative languages (nonnative phonetic learning) and to adapt to systematic differences, such as accent or talker differences, in the sounds of their native language (native phonetic learning). Difficulties with both native and nonnative learning are well attested in people with speech and language disorders relative to healthy controls, but substantial variability in these skills is also present in the typical population. This study examines whether this individual variability can be organized around a common ability that we label “phonetic plasticity.” Method A group of healthy young adult participants ( N = 80), who attested they had no history of speech, language, neurological, or hearing deficits, completed two tasks of nonnative phonetic category learning, two tasks of learning to cope with variation in their native language, and seven tasks of other cognitive functions, distributed across two sessions. Performance on these 11 tasks was compared, and exploratory factor analysis was used to assess the extent to which performance on each task was related to the others. Results Performance on both tasks of native learning and an explicit task of nonnative learning patterned together, suggesting that native and nonnative phonetic learning tasks rely on a shared underlying capacity, which is termed “phonetic plasticity.” Phonetic plasticity was also associated with vocabulary, comprehension of words in background noise, and, more weakly, working memory. Conclusions Nonnative sound learning and native language speech perception may rely on shared phonetic plasticity. The results suggest that good learners of native language phonetic variation are also good learners of nonnative phonetic contrasts. Supplemental Material https://doi.org/10.23641/asha.16606778

What can artificial languages reveal about morphosyntactic processing in bilinguals?

2019 ◽  
Vol 23 (1) ◽  
pp. 81-86 ◽  
Author(s):  
Sarah Grey
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Artificial Language ◽  
Future Directions ◽  
Second Languages ◽  
Third Language ◽  
Artificial Languages ◽  
Artificial Language Learning ◽  
Linguistic Transfer

AbstractThis article reviews work that has employed artificial languages to investigate the learning and processing of additional language grammar in bilinguals, with a focus on morphosyntactic processing in sentence contexts. The article first discusses research that has utilized artificial languages to elucidate two central issues in research on bilingual third language learning and processing: the role of prior language-learning experience and cross-linguistic transfer from the native and second languages to the third. Then, research that has compared bilingual third language to monolingual second language grammar processing is discussed, with specific consideration of hypothesized bilingual advantages at language learning. Finally, future directions in artificial language learning research on bilingual morphosyntactic processing are considered.

scholarly journals The development of shared syntactic representations in late L2-learners: Evidence from structural priming in an artificial language

2019 ◽  
Author(s):  
Merel Muylle ◽  
Bernolet Sarah ◽  
Robert Hartsuiker
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Longitudinal Studies ◽  
Native Language ◽  
Target Sentence ◽  
Structural Priming ◽  
Artificial Language ◽  
Priming Task ◽  
L2 Learners ◽  
Over Time

Two longitudinal studies investigated the development of syntactic representations in late second language (L2) learners by means of structural priming in an artificial language (AL)paradigm. Several studies found cross-linguistic structural priming in L2 learners, suggesting that they have shared syntactic representations across languages. But how are these shared representations established? Hartsuiker and Bernolet’s (2017) account claims that 1) L2 syntactic representations evolve gradually from being item-specific to more abstract, and that 2) over time these representations are integrated with available native language (L1) representations. We tested predictions of this theory with native Dutch speakers, who acquired the AL in the lab during five sessions by means of a battery of tasks, the last of which was a sentence priming task. The AL syntax resembled Dutch syntax. We manipulated the relation between prime and target to investigate whether structural priming occurred in conditions with meaning overlap (item-specific) and without overlap (abstract). In Experiment 1, participants responded only in the AL, but in Experiment 2, where the AL was more difficult, the target sentence could also be in Dutch. In both studies, there was an effect of within-language priming and AL-Dutch priming in transitives and ditransitives, but no effect of Dutch-AL priming in ditransitives on Day 1. On Days 2-5, however, priming emerged in mostcross-linguistic priming conditions. These findings partly confirm Hartsuiker and Bernolet’s (2017) predictions and suggest that at least for structures that are very similar between languages, shared syntactic representations can be established very early during language learning.

scholarly journals Lexical and Prosodic Pitch Modifications in Cantonese Infant-directed Speech

2021 ◽  
pp. 1-27
Author(s):  
Luchang WANG ◽  
Marina KALASHNIKOVA ◽  
René KAGER ◽  
Regine LAI ◽  
Patrick C.M. WONG
Keyword(s):  
Language Learning ◽  
Lexical Tone ◽  
Lexical Tones ◽  
Phonetic Learning ◽  
Tonal Space ◽  
Shed Light ◽  
Talker Variation ◽  
Phonemic Contrasts

Abstract The functions of acoustic-phonetic modifications in infant-directed speech (IDS) remain a question: do they specifically serve to facilitate language learning via enhanced phonemic contrasts (the hyperarticulation hypothesis) or primarily to improve communication via prosodic exaggeration (the prosodic hypothesis)? The study of lexical tones provides a unique opportunity to shed light on this, as lexical tones are phonemically contrastive, yet their primary cue, pitch, is also a prosodic cue. This study investigated Cantonese IDS and found increased intra-talker variation of lexical tones, which more likely posed a challenge to rather than facilitated phonetic learning. Although tonal space was expanded which could facilitate phonetic learning, its expansion was a function of overall intonational modifications. Similar findings were observed in speech to pets who should not benefit from larger phonemic distinction. We conclude that lexical-tone adjustments in IDS mainly serve to broadly enhance communication rather than specifically increase phonemic contrast for learners.

scholarly journals VOICE ONSET TIME IN MULTILINGUAL SPEAKERS: ITALIAN HERITAGE SPEAKERS IN GERMANY WITH L3 ENGLISH

2021 ◽  
pp. 1-25
Author(s):  
Miriam Geiss ◽  
Sonja Gumbsheimer ◽  
Anika Lloyd-Smith ◽  
Svenja Schmid ◽  
Tanja Kupisch
Keyword(s):  
Heritage Language ◽  
Voice Onset Time ◽  
Onset Time ◽  
English Speakers ◽  
Control Group ◽  
Heritage Speakers ◽  
Third Language ◽  
Bilingual Advantage ◽  
L3 Acquisition ◽  
Crosslinguistic Influence

Abstract This study brings together two previously largely independent fields of multilingual language acquisition: heritage language and third language (L3) acquisition. We investigate the production of fortis and lenis stops in semi-naturalistic speech in the three languages of 20 heritage speakers (HSs) of Italian with German as a majority language and English as L3. The study aims to identify the extent to which the HSs produce distinct values across all three languages, or whether crosslinguistic influence (CLI) occurs. To this end, we compare the HSs’ voice onset time (VOT) values with those of L2 English speakers from Italy and Germany. The language triad exhibits overlapping and distinct VOT realizations, making VOT a potentially vulnerable category. Results indicate CLI from German into Italian, although a systemic difference is maintained. When speaking English, the HSs show an advantage over the Italian L2 control group, with less prevoicing and longer fortis stops, indicating a specific bilingual advantage.

scholarly journals In search of resilient and fragile properties of language

2014 ◽  
Vol 41 (S1) ◽  
pp. 64-77 ◽  
Author(s):  
SUSAN GOLDIN-MEADOW
Keyword(s):  
Young Children ◽  
Language Learning ◽  
Language Learners ◽  
Great Promise ◽  
Artificial Language ◽  
Fundamental Properties ◽  
Linguistic Input ◽  
Language Input

ABSTRACTYoung children are skilled language learners. They apply their skills to the language input they receive from their parents and, in this way, derive patterns that are statistically related to their input. But being an excellent statistical learner does not explain why children who are not exposed to usable linguistic input nevertheless communicate using systems containing the fundamental properties of language. Nor does it explain why learners sometimes alter the linguistic input to which they are exposed (input from either a natural or an artificial language). These observations suggest that children are prepared to learn language. Our task now, as it was in 1974, is to figure out what they are prepared with – to identify properties of language that are relatively easy to learn, the resilient properties, as well as properties of language that are more difficult to learn, the fragile properties. The new tools and paradigms for describing and explaining language learning that have been introduced into the field since 1974 offer great promise for accomplishing this task.

scholarly journals The Development of a Multimedia Application in Learning Japanese

2020 ◽  
Vol 8 (3) ◽  
pp. 40
Author(s):  
Naginder Kaur ◽  
Nor Arzami Othman ◽  
Hana Wahida Adli
Keyword(s):  
Language Learning ◽  
Multimedia Application ◽  
Japanese Language ◽  
Vast Number ◽  
Third Language ◽  
Intercultural Competency ◽  
Daunting Task ◽  
Addie Model ◽  
Learning Guide ◽  
The Look

The Look East Policy Programme in Malaysia, that was rejuvenated recently by Tun Dr Mahathir Mohamad, the seventh Prime Minister of Malaysia, focuses on a few key areas, namely, education, training and investment, consequently, making the learning of Japanese as a third language fundamental for Malaysian undergraduates as a key point to set them apart from others, especially in multicultural or intercultural competency atmospheres. On the global sphere, the emergence of Japan as a rising force in industrialisation has also made the learning of Japanese essential for non-native speakers. Hence, it has become relevant and necessary to pay more attention to the learning of the Japanese language in all corners of the globe. However, for many, it is a daunting task, mainly because of unfamiliarity with the Japanese script and the vast number of characters in the language. This paper outlines an initiative taken by the researchers in developing and testing a multimedia application for Japanese language learning using sensory learning and Tangible User Interface, adopting the five-step ADDIE model. The paper maps out the detailed step-by-step process in developing this application, named ATAMJHS for the learning of the Hiragana syllabary, using Malay language mnemonics as the learning guide, thus, making it a truly novel application for use by any Malay-literate learner in South East Asia and anywhere beyond, ensuring a more rewarding and sustainable partnership with Japan in the future, through quality education (SDG 2030: Goal 4), specifically in upholding and realising the Look East Policy in the Malaysian context.     

scholarly journals Children’s sensitivity to phonological and semantic cues during noun class learning: evidence for a phonological bias

2018 ◽  
Author(s):  
Jennifer Culbertson ◽  
Hanna Jarvinen ◽  
Frances Haggarty ◽  
Kenny Smith
Keyword(s):  
Language Acquisition ◽  
Language Learning ◽  
Classification Systems ◽  
Developmental Changes ◽  
Artificial Language ◽  
Phonological Information ◽  
Semantic Cues ◽  
Artificial Language Learning ◽  
Cue Use ◽  
Noun Class

Previous research on the acquisition of noun classification systems (e.g., grammatical gender) has found that child learners rely disproportionately on phonological cues to determine the class of a new noun, even when competing semantic cues are more reliable in their language. Culbertson, Gagliardi, and Smith (2017) argue that this likely results from the early availability of phonological information during acquisition; learners base their initial representations on formal features of nouns, only later integrating semantic cues from noun meanings . Here, we use artificial language learning experiments to show that early availability drives cue use in children (67 year-olds). However, we also find evidence of developmental changes in sensitivity to semantics; when both cues types are simultaneously available, children are more likely to rely on phonology than adults. Our results suggest that early availability and a bias favoring phonological cues both contribute to children’s over-reliance on phonology in natural language acquisition.

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