Perception of non-native consonant length contrast: The role of attention in phonetic processing

2014 ◽  
Vol 31 (2) ◽  
pp. 239-265 ◽  
Author(s):  
Vincent J Porretta ◽  
Benjamin V Tucker
Keyword(s):  
Discrimination Task ◽  
English Speakers ◽  
Identification Task ◽  
Speech Learning Model ◽  
Acoustic Processing ◽  
Speech Learning ◽  
English Instruction ◽  
L1 English ◽  
Level Of Processing

The present investigation examines English speakers’ ability to identify and discriminate non-native consonant length contrast. Three groups (L1 English No-Instruction, L1 English Instruction, and L1 Finnish control) performed a speeded forced-choice identification task and a speeded AX discrimination task on Finnish non-words (e.g. /hupo/–/huppo/) which were manipulated for intervocalic consonant duration. The results indicate that basic information, focusing the participants’ attention on a particular contrast, assists novice listeners in processing a non-native contrast. We find support for a phonetic level of processing which is intermediate to non-linguistic acoustic processing and phonemic processing at which the phonetic cue of duration becomes significant. We interpret the results in relation to the Speech Learning Model (Flege 1995, 2003).

Cross-linguistic similarity in L2 speech learning: Evidence from the acquisition of Russian stop contrasts by Mandarin speakers

2020 ◽  
pp. 026765831990091
Author(s):  
Yuxiao Yang ◽  
Xiaoxiang Chen ◽  
Qi Xiao
Keyword(s):  
Second Language ◽  
First Language ◽  
Perceptual Discrimination ◽  
Perceived Similarity ◽  
Specific Research ◽  
Speech Learning Model ◽  
Chinese Learners ◽  
Research Questions ◽  
Speech Learning

This study investigated the role of cross-linguistic similarity in the acquisition of Russian initial stop contrasts by Chinese learners, addressing two specific research questions: (1) How similar are Russian voiced stops to Mandarin stops for Chinese learners? (2) How can the speech learning model (SLM) be applied to account for the acquisition of Russian initial stop contrasts by Chinese learners? Regarding the first question, a hypothesis was proposed that Russian voiced stops could be regarded as dissimilar ‘new’ sounds by Chinese learners, as judged by three commonly adopted methods: IPA comparison, acoustic difference, and feature redeployment. The results of the perceptual assimilation task, however, disconfirmed this hypothesis, as Russian voiced stops were perceived as being highly similar to the sounds of Mandarin voiceless unaspirated stops. According to SLM, perceptually similar second language (L2) sounds are difficult to acquire; hence, a corresponding hypothesis was advanced in relation to the second question; namely, that the acquisition of Russian initial stop contrasts could be challenging for Chinese learners. This hypothesis was supported by the results of the perceptual discrimination and the production tests. These findings corroborated SLM regarding the difficulty in acquiring L2 sounds that are perceptually similar to their first language (L1) counterparts, while posing challenges to the hypothesis that Russian voiced stops could be dissimilar ‘new’ sounds for Chinese learners, as predicted by the three methods. The results indicated that perceived cross-linguistic similarity plays a key role in L2 phonetic acquisition. However, the degree of perceived similarity cannot always be accurately deduced solely through the three methods, at least not in the case of stops.

scholarly journals The role of L1 English speakers’ familiarity with Brazilian-accented English (L2) in the intelligibility of Brazilian learners of English (L2): a discussion on intelligibility from a Complex Dynamic Systems perspective

2020 ◽  
Vol 73 (1) ◽  
pp. 339-362
Author(s):  
Déborah Salves ◽  
Paolla Wanglon ◽  
Ubiratã Kickhöfel Alves
Keyword(s):  
Dynamic Systems ◽  
Brazilian Portuguese ◽  
English Speakers ◽  
Southern Brazil ◽  
Complex Dynamic ◽  
Systems Perspective ◽  
Complex Dynamic Systems ◽  
Accented English ◽  
L1 English

The aim of this study is to investigate the effect of familiarity with Brazilian-accented English (L2) in the intelligibility of speech samples when judged by native English listeners. Speech samples were collected from five native Brazilian Portuguese individuals from Southern Brazil, with a pre-intermediate level of proficiency in English. Following a Complex Dynamic Systems account (De Bot et al., 2007), this is a longitudinal study in which a group of four British listeners participated in weekly intelligibility transcription tasks, applied over the course of five weeks. This group was comprised of individuals who had recently arrived in Brazil. Results suggest that familiarity with a speaker’s L1 and accented-L2 has an effect on the intelligibility of what is heard. From the perspective of Complex Dynamic Systems, we argue that there is an alteration of a listener’s perception of his/her own language system due to exposure to it as an L2.

scholarly journals The effects of high versus low talker variability and individual aptitude on phonetic training of Mandarin lexical tones

2018 ◽  
Author(s):  
Hanyu Dong ◽  
Meghan Clayards ◽  
Helen Brown ◽  
Elizabeth Wonnacott
Keyword(s):  
Discrimination Task ◽  
High Variability ◽  
English Speakers ◽  
Identification Task ◽  
Talker Variability ◽  
Lexical Tones ◽  
Effectiveness Of Training ◽  
Phonetic Contrasts ◽  
Mandarin Tones ◽  
And Training

High variability training has been found more effective than low variability training in learning various non-native phonetic contrasts. However, little research has considered whether this applies to the learning of tone contrasts. The only two relevant studies suggested that the effect of high variability training depends on the perceptual aptitude of participants (Perrachione, Lee, Ha, & Wong, 2011; Sadakata & McQueen, 2014). The present study extends these findings by examining the interaction between individual aptitude and input variability using natural, meaningful L2 input (both previous studies used pseudowords). Sixty English speakers took part in an eight session phonetic training paradigm. They were assigned to high/low/high-blocking variability training groups and learned real Mandarin tones and words. Individual aptitude was measured following previous work. Learning was measured using one discrimination task, one identification task and two production tasks. All tasks assessed the generalisation of learning. Overall, all groups improved in both production and perception of tones which transferred to novel voices and items, demonstrating the effectiveness of training despite the increased complexity compared with previous research. Although the low variability group exhibited an advantage with the training stimuli, there was no evidence that the different variability training led to different performance in any of the tests of generalisation. Moreover, although aptitude significantly predicted performance in discrimination, identification and training tasks, no interaction between individual aptitude and variability was revealed. We discuss these results in light of previous findings.

Integrating articulatory constraints into models of second language phonological acquisition

2008 ◽  
Vol 29 (3) ◽  
pp. 489-534 ◽  
Author(s):  
LAURA COLANTONI ◽  
JEFFREY STEELE
Keyword(s):  
Second Language ◽  
Acoustic Analysis ◽  
Full Range ◽  
Native English Speakers ◽  
English Speakers ◽  
Phonological Acquisition ◽  
Speech Learning Model ◽  
Developmental Sequences ◽  
Feature Based ◽  
Speech Learning

ABSTRACTModels such as Eckman's markedness differential hypothesis, Flege's speech learning model, and Brown's feature-based theory of perception seek to explain and predict the relative difficulty second language (L2) learners face when acquiring new or similar sounds. In this paper, we test their predictive adequacy as concerns native English speakers’ mastery of French /ʁ/ and Spanish /ɾ/. Based on an acoustic analysis of the learner data, we demonstrate that these three models do not account for the full range of variability nor for the developmental sequences attested, because they do not consider the degree of difficulty involved in the simultaneous mastery of multiple phonetic parameters across prosodic positions. Consequently, models of L2 phonological acquisition must not only integrate findings from markedness theory and speech perception but also incorporate phonetic constraints on production.

DO LEARNERS LIGHTEN UP?

2016 ◽  
Vol 39 (4) ◽  
pp. 801-832 ◽  
Author(s):  
Megan Solon
Keyword(s):  
First Language ◽  
Native English Speakers ◽  
Spanish Speakers ◽  
English Speakers ◽  
Native Spanish Speakers ◽  
Learning Situation ◽  
L2 Acquisition ◽  
Speech Learning ◽  
Phonetic Realization ◽  
L1 English

This study explores the second language (L2) acquisition of a segment that exists in learners’ first language (L1) and in their L2 but that differs in its phonetic realization and allophonic patterning in the two languages. Specifically, this research tracks development in one aspect of the production of the alveolar lateral /l/ in the L2 Spanish of 85 native English speakers from various levels of study and compares L2 productions to those of native Spanish speakers as well as to learners’ L1 English. Additionally, laterals produced in specific contexts are compared to examine learners’ acquisition of L2 allophonic patterning, as Spanish contains a subset of the lateral allophones that exist in English. Results suggest development toward nativelike norms in the phonetic details of Spanish /l/ and in allophonic patterning. These findings have implications for existing theoretical accounts of L2 speech learning, which cannot adequately account for the learning situation examined.

The Role of Functional Categories in L2 Spanish: Persistence of L1 CP Values in IL

2012 ◽  
Vol 5 (2) ◽  
Author(s):  
Laurie A. Massery ◽  
Claudio Fuentes
Keyword(s):  
Surface Structures ◽  
English Speakers ◽  
Functional Categories ◽  
Syntactic Structures ◽  
Syntactic Development ◽  
L2 Spanish ◽  
Syntactic Differences ◽  
L1 English

AbstractEnglish irrealis modality is usually captured by syntactic structures that often exclude overt complementizers that and for and include indicative or infinitival morphology. The Spanish equivalents to English structures of irrealis modality, however, typically require the overt subordinate marker que (‘that’) followed by a [+finite] subordinate verb. These syntactic differences between English and Spanish produce asymmetrical surface structures caused by functional categories (FCs). The primary goal of this study is to examine the role of FCs, and more specifically, complementizers (CPs), in the syntactic development of L1 English speakers with L2 Spanish. The results of our data suggest that L1 CP properties (i.e. CP = Ø) persisted in learners’ interlanguage (IL) systems, following the work of Schwartz & Sprouse (1996). As a result, learners at all levels of instruction intuitively perceived English-like [-overt] CP structures as more grammatical than their [+overt] CP counterparts, even at advanced levels of acquisition.

The Role of Verb Bias and Plausibility in the Resolution of Temporarily Ambiguous Sentences: An ERP Study With English Speakers

2013 ◽  
Author(s):  
Patricia E. Roman ◽  
Nicholas R. Ray ◽  
Carla Contemori ◽  
Edith Kaan ◽  
Paola E. Dussias
Keyword(s):  
English Speakers ◽  
Verb Bias

scholarly journals A LONGITUDINAL INVESTIGATION OF EXPLICIT AND IMPLICIT AUDITORY PROCESSING IN L2 SEGMENTAL AND SUPRASEGMENTAL ACQUISITION

2021 ◽  
pp. 1-23
Author(s):  
Hui Sun ◽  
Kazuya Saito ◽  
Adam Tierney
Keyword(s):  
Adult Learners ◽  
Auditory Processing ◽  
First Language ◽  
Neural Representation ◽  
Immersion Experience ◽  
Initial Stage ◽  
Chinese Learners ◽  
Processing Ability ◽  
Speech Learning

Abstract Precise auditory perception at a subcortical level (neural representation and encoding of sound) has been suggested as a form of implicit L2 aptitude in naturalistic settings. Emerging evidence suggests that such implicit aptitude explains some variance in L2 speech perception and production among adult learners with different first language backgrounds and immersion experience. By examining 46 Chinese learners of English, the current study longitudinally investigated the extent to which explicit and implicit auditory processing ability could predict L2 segmental and prosody acquisition over a 5-month early immersion. According to the results, participants’ L2 gains were associated with more explicit and integrative auditory processing ability (remembering and reproducing music sequences), while the role of implicit, preconscious perception appeared to be negligible at the initial stage of postpubertal L2 speech learning.

scholarly journals COVID-19, the beer flu; or, the disease of many names

2020 ◽  
Vol 49 (5) ◽  
pp. 411-438
Author(s):  
Antonio Lillo
Keyword(s):  
Baby Boomers ◽  
English Speakers ◽  
The Creation

AbstractSince the coronavirus outbreak began to spread worldwide in the early months of 2020, English speakers have been coming up with new names for the disease at a rate of knots. The myriad unofficial synonyms for COVID-19 that we currently have at our disposal provide an extreme example of overlexicalisation, and it is not so much the number that is impressive as the sheer speed at which they have been coined. This study is based on a personally compiled corpus of tweets covering the period from late January to late May 2020 and aims to work out what mechanisms underpin the creation and use of some two hundred and seventy synonyms, paying particular attention to the role of slang, wordplay, verbal humour, bigotry and xenophobia. The author identifies and discusses a set of categories that help to better understand the attitudes behind these words, some of which bespeak a desire to confront the grim reality of disease, while others – the majority, in fact – seek to denigrate and stigmatise its “ideal victims” (the baby boomers) or its “evil perpetrators” (the Chinese). In a different context, this study might be deemed just a celebration of the creative levity and wit of English speakers when faced with adversity. In these dark times, it is also a sad testimony to how some of our primitive fears have come to be reflected in our pandemic lexicon.

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