Acoustic cues for place of articulation in the one‐word stage of language acquisition

1980 ◽  
Vol 67 (S1) ◽  
pp. S26-S26
Author(s):  
C. Chapin ◽  
C. Y. Tseng ◽  
P. Lieberman
Keyword(s):  
Language Acquisition ◽  
Acoustic Cues ◽  
Place Of Articulation ◽  
The One

Intra-individual variation in adults and children: measuring and conceptualizing individual dialect–standard repertoires

2021 ◽  
Vol 7 (s2) ◽  
Author(s):  
Irmtraud Kaiser ◽  
Andrea Ender
Keyword(s):  
Language Acquisition ◽  
Individual Variation ◽  
The Other ◽  
Standard Language ◽  
Methodological Choices ◽  
Standard Spectrum ◽  
Speech Data ◽  
Adults And Children ◽  
The One ◽  
The Individual

Abstract This paper explores intra-individual variation as a manifestation of language-internal multilingualism in the Central-Bavarian Austrian context. Based on speech data from children and adults in different contexts, we discuss different methods of measuring and analyzing inter-situational variation along the dialect and standard language spectrum. By contrasting measures of dialectality, on the one hand, and proportions of turns in dialect, standard language or intermediate/mixed forms on the other, we gain complementary insights not only into the individual dialect-standard repertoires but also into the consequences of different methodological choices. The results indicate that intra-individual variation is ubiquitous in adults and children and that individual repertoires need to be taken into account from the beginning of the language acquisition process. We suggest that while intra-individual variation can be attested through the use of various methods, the revealed level of granularity and the conclusions that can be drawn as to the individual repertoires on the dialect-standard spectrum largely depend on the measures used and their inherent assumptions and intrinsically necessary categorizations.

scholarly journals Initial laryngeal neutralisation in Tyrolean

Phonology ◽  
2018 ◽  
Vol 35 (1) ◽  
pp. 79-114 ◽  
Author(s):  
Alessandro Vietti ◽  
Birgit Alber ◽  
Barbara Vogt
Keyword(s):  
Acoustic Analysis ◽  
Initial Position ◽  
Final Position ◽  
Acoustic Cues ◽  
Acoustic Parameters ◽  
Place Of Articulation ◽  
Closure Duration

In the Southern Bavarian variety of Tyrolean, laryngeal contrasts undergo a typologically interesting process of neutralisation in word-initial position. We undertake an acoustic analysis of Tyrolean stops in word-initial, word-medial intersonorant and word-final contexts, as well as in obstruent clusters, investigating the role of the acoustic parameters VOT, prevoicing, closure duration and F0 and H1–H2* on following vowels in implementing contrast, if any. Results show that stops contrast word-medially via [voice] (supported by the acoustic cues of closure duration and F0), and are neutralised completely in word-final position and in obstruent clusters. Word-initially, neutralisation is subject to inter- and intraspeaker variability, and is sensitive to place of articulation. Aspiration plays no role in implementing laryngeal contrasts in Tyrolean.

Transfer versus coexistent systems

1998 ◽  
Vol 1 (3) ◽  
pp. 185-186 ◽  
Author(s):  
ROSEMARIE TRACY
Keyword(s):  
Language Acquisition ◽  
Theoretical Framework ◽  
Generative Theory ◽  
Catching Up ◽  
The One

Compared with the wealth of investigations on monolingual language acquisition, research on early bilingualism still has some catching up to do. Papers such as the one by Natascha Müller show us what may be gained if results from both areas are integrated within one theoretical framework, in this case current generative theory.

Turtles all the way down: Micro-cues and piecemeal transfer in L3 phonology and syntax

2020 ◽  
pp. 026765832094103
Author(s):  
John Archibald
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
First Language ◽  
Theoretical Models ◽  
Third Language ◽  
Third Language Acquisition ◽  
The One ◽  
Crosslinguistic Influence ◽  
The Way

There are several theories which tackle predicting the source of third language (L3) crosslinguistic influence. The two orthogonal questions that arise are which language is most likely to influence the L3 and whether the influence will be wholesale or piecemeal (property-by-property). To my mind, Westergaard’s Linguistic Proximity Model (LPM) is preferable to other theoretical models (say Rothman’s Typological Primacy Model) insofar as it is consistent with many aspects of L2/L3 phonological learnability that I am familiar with. Westergaard proposes a structure-based piecemeal approach to the explanation of third language acquisition (L3A). The model is driven by parsing and dictates that the first language (L1) or second language (L2) structure which is hypothesized to be most similar to the L3 structure will be the one to transfer.

Comprehension matters: a commentary on ‘A multiple process solution to the logical problem of language acquisition’

2004 ◽  
Vol 31 (4) ◽  
pp. 936-940 ◽  
Author(s):  
LETITIA R. NAIGLES
Keyword(s):  
Language Acquisition ◽  
First Language ◽  
Generative Grammar ◽  
First Language Acquisition ◽  
Logical Problem ◽  
Process Solution ◽  
Multiple Process ◽  
The One ◽  
Probabilistic Nature

MacWhinney (2004) has provided a clear and welcome synthesis of many strands of the recent research addressing the logical problem of first language acquisition from a non-nativist or non-generative grammar framework. The strand that I will comment on is the one MacWhinney calls the ‘pivot’ of his proposal, namely, that acquiring a grammar is primarily a function of learning ITEM-BASEDPATTERNS (e.g. pp. 23–29, 41, passim). These item-based patterns serve a number of dominant roles within MacWhinney's proposal, including enforcing children's conservatism (thereby reducing greatly their overgeneralizations and need to recover from the same), supporting the probabilistic nature of grammar, and enabling the competition that promotes recovery from the overgeneralizations that do occur. My concern here is primarily with the first role, that of enforcing children's conservatism, and especially with the exclusive use of language PRODUCTION as the demonstrated support of this conservatism.

scholarly journals Perception of static and dynamic acoustic cues to place of articulation in initial stop consonants

1983 ◽  
Vol 73 (5) ◽  
pp. 1779-1793 ◽  
Author(s):  
Diane Kewley‐Port ◽  
David B. Pisoni ◽  
Michael Studdert‐Kennedy
Keyword(s):  
Stop Consonants ◽  
Acoustic Cues ◽  
Place Of Articulation

scholarly journals Analysis of the Quality on English Microlectures of Senior High School from Perspectives of Teaching Philosophy, Second Language Acquisition Mechanism and Education Psychology

2018 ◽  
Vol 6 (11) ◽  
pp. 16
Author(s):  
Yang Yuqian
Keyword(s):  
High School ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
English Teachers ◽  
Senior High School ◽  
Teaching Philosophy ◽  
The One ◽  
Education Psychology ◽  
Practical Teaching

Concerning the fact that a large amount of teachers have been participated in the microlectures competition, it means the concept of microlectures has been recognized. However, English teachers are devoted to participating in these competitions but fail to put microlectures into practical teaching. Therefore, the focus of this paper is going to answer the following two questions, that is, how to make a good microlecture and how to use it properly. This paper chooses four videos from The Third China’s Microlectures Competition to analysis from three aspects: teaching philosophy, second language acquisition mechanism and education psychology. It is found that English teachers from senior high school generally do not understand the concept of microlectures. Generally speaking, teachers are intended to win the award of the competition but fail to put microlectures in the practical teaching. Teachers are inclined to select big topics, untypical teaching materials. What’s more, the structure of microlectures isn’t complete since some teachers ignore the exercise part. Based on these problems, on the one hand, English teachers should insist on life-long study and apply the latest education technologies into practical teaching. On the other hand, the organization of the whole microlecture should be developed logically. Suggestions are provided with teachers on how to make a make a good microlecture and how to use it properly.

Perception of stops in naturally produced V[l/r][b/d/g]V tokens: a reassessment of acoustic cues to place of articulation

1998 ◽  
Vol 104 (3) ◽  
pp. 1777-1777
Author(s):  
Jeannette M. Denton ◽  
Yukari Hirata ◽  
Joanna H. Lowenstein ◽  
Candace V. Perez ◽  
Karen L. Landahl
Keyword(s):  
Acoustic Cues ◽  
Place Of Articulation
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