scholarly journals perception of brazilian Portuguese open and close mid vowels by native Russian speakers

2020 ◽  
Vol 8 (2) ◽  
pp. 59-84
Author(s):  
Anna Smirnova Henriques ◽  
Pavel A. Skrelin ◽  
Vera V. Evdokimova ◽  
Tatiana V. Kachkovskaia ◽  
Maria Cristina Borrego ◽  
...  
Keyword(s):  
Native Speakers ◽  
Brazilian Portuguese ◽  
Language Instruction ◽  
Control Group ◽  
Vowel Identification ◽  
Russian Speakers ◽  
French Group ◽  
Native Speakers Of English ◽  
Word Discrimination ◽  
Perception Training

The perception of Brazilian Portuguese (BP) mid vowels is mainly investigated by foreign researchers who work with learners of Brazilian Portuguese, native speakers of English or Spanish. In Brazil, this field has been poorly explored. This work contributes to filling this gap by investigating the perception of two Brazilian Portuguese minimal vowel pairs in the group of 103 native Russian speakers and nine French speakers, most of them residing in Brazil. The test has been designed to evaluate the perception of the mid high and low front vowels [e] - [ε], and the mid high and low back vowels [o] - [ɔ]. The test is conducted online and includes 30 trials distributed in three types of tasks: image identification (8 trials), vowel identification (4) and word discrimination (18). It also contains a short sociolinguistic questionnaire. Our findings indicate that native Russian speakers do not differentiate the Brazilian Portuguese mid vowels very well: the mean percentage of the correct answers in the Russophone group was 68%, while in the French group it was 87% and in the Brazilian control group 99%. No correlation was found between the percentage of correct answers and residence time in Brazil or type of language instruction. As next steps, we plan to investigate the differentiation of the Brazilian Portuguese open and close mid vowels by Russophones at the level of production. We also intend to create a training corpus and develop strategies for perception training of the Brazilian Portuguese mid vowels, monitoring their efficiency at different time points.

scholarly journals Probing rhythmic patterns in English-L2: a preliminary study on vowel reduction by Brazilian learners at different ages

2021 ◽  
Author(s):  
Ronaldo Mangueira Lima Jr ◽  
Guilherme Duarte Garcia
Keyword(s):  
Native Speakers ◽  
Brazilian Portuguese ◽  
Control Group ◽  
Vowel Reduction ◽  
Advanced Learners ◽  
Initial Exposure ◽  
Formal Instruction ◽  
Native Speakers Of English ◽  
Categorical Classification ◽  
Preliminary Study

Languages are traditionally classified as mora-timed, syllable-timed or stress-timed in relation to their rhythmic patterns. The distinction between syllable-timed and stress-timed languages, however, lacks solid evidence in the literature. Syllable-timed languages typically have similar duration across unstressed and stressed syllables, whereas stress-timed languages tend to have similar inter-stress intervals, and unstressed syllables are shorter than stressed syllables. According to this categorical classification, English is a stress-timed language, thus having more reduction in unstressed vowels. Brazilian Portuguese, on the other hand, is typically classified as syllable-timed, and thus has little reduction of unstressed vowels. If these categorical rhythmic differences are correct, then acquiring the rhythmic patterns of English should be a challenging task to Brazilian learners, who are not expected to produce unstressed vowels with asmuch reduction as English native speakers. However, recent studies have found that the typology of rhythm is best understood as not categorical, but rather gradient, and that Brazilian Portuguese has a mixed classification, with more stress timing than would be expected from a traditional and categorical perspective. We therefore hypothesize that Brazilian learners of English should not have major difficulties reducing unstressed vowels, even when exposed to the second language later in life. To test this hypothesis, we analyze production data of native speakers of English (control group) and two groups of Brazilian advanced learners of English who differ in their age of initial exposure to formal instruction. The results show that neither group of learners is credibly different from the control group, which is consistent with the hypothesis that the mixed rhythm present in Brazilian Portuguese in fact facilitates the acquisition of the rhythmic patterns of English, a stress-timed language, at least in terms of unstressed vowel reduction.

scholarly journals Probing rhythmic patterns in english-L2

2017 ◽  
Vol 6 (1) ◽  
pp. 47-58
Author(s):  
Ronaldo Mangueira Lima Junior ◽  
Guilherme Duarte Garcia
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
Brazilian Portuguese ◽  
The Other ◽  
Production Data ◽  
Control Group ◽  
Advanced Learners ◽  
Other Hand ◽  
Native Speakers Of English ◽  
Categorical Classification

Languages are traditionally classified as mora-timed, syllable-timed or stress-timed in relation to their rhythmic patterns. The distinction between syllable-timed and stress-timed languages, however, lacks solid evidence in the literature. Syllable-timed languages typically have similar duration across unstressed and stressed syllables, whereas stress-timed languages tend to have similar inter-stress intervals, and unstressed syllables are shorter than stressed syllables. According to this categorical classification, English is a stress-timed language, thus having more reduction in unstressed vowels. Brazilian Portuguese, on the other hand, is typically classified as syllable-timed, and thus has little reduction of unstressed vowels. If these categorical rhythmic differences are correct, then acquiring the rhythmic patterns of English should be a challenging task to Brazilian learners, who are not expected to produce unstressed vowels with as much reduction as English native speakers. However, recent studies have found that the typology of rhythm is best understood as not categorical, but rather gradient, and that Brazilian Portuguese has a mixed classification, with more stress timing than would be expected from a traditional and categorical perspective. We therefore hypothesize that Brazilian learners of English should not have major difficulties reducing unstressed vowels, even when exposed to the second language later in life. To test this hypothesis, we analyze production data of native speakers of English (control group) and of Brazilian advanced learners of English. 

Lexical and discourse factors in the second language acquisition of Spanish word order

2003 ◽  
Vol 19 (4) ◽  
pp. 273-304 ◽  
Author(s):  
Tammy Jandrey Hertel
Keyword(s):  
Second Language Acquisition ◽  
Word Order ◽  
Native Speakers ◽  
Native Speaker ◽  
Control Group ◽  
Order Effects ◽  
Advanced Learners ◽  
Spanish Word ◽  
Native Speakers Of English ◽  
Beginning Learners

This study investigates the acquisition of Spanish word order by native speakers of English. Specifically, it considers the development of sensitivity to the distinct interpretations of subject-verb (SV) vs. verb-subject (VS) order, as determined by lexical verb class (unaccusative and unergative verbs) and discourse structure.Participants included a native speaker control group and learners at four proficiency levels. Results from a contextualized production task indicate that beginning learners transferred the SV order of English for all structures. Intermediate learners showed a gradual increase in the production of lexically and discourse-determined inversion, although their data was also characterized by indeterminacy and variability. The advanced learners demonstrated a sensitivity to the word order effects of unaccusativity and discourse factors, but also tended to overgeneralize inversion to unergative verbs in a neutral discourse context.

scholarly journals Emerging ASL Distinctions in Sign-Speech Bilinguals' Signs and Co-speech Gestures in Placement Descriptions

2021 ◽  
Vol 12 ◽  
Author(s):  
Anne Therese Frederiksen
Keyword(s):  
Adult Learners ◽  
American Sign Language ◽  
Sign Language ◽  
Native Speakers ◽  
Control Group ◽  
Visual Modality ◽  
L2 Acquisition ◽  
Fine Grained ◽  
Native Speakers Of English ◽  
Group Placement

Previous work on placement expressions (e.g., “she put the cup on the table”) has demonstrated cross-linguistic differences in the specificity of placement expressions in the native language (L1), with some languages preferring more general, widely applicable expressions and others preferring more specific expressions based on more fine-grained distinctions. Research on second language (L2) acquisition of an additional spoken language has shown that learning the appropriate L2 placement distinctions poses a challenge for adult learners whose L2 semantic representations can be non-target like and have fuzzy boundaries. Unknown is whether similar effects apply to learners acquiring a L2 in a different sensory-motor modality, e.g., hearing learners of a sign language. Placement verbs in signed languages tend to be highly iconic and to exhibit transparent semantic boundaries. This may facilitate acquisition of signed placement verbs. In addition, little is known about how exposure to different semantic boundaries in placement events in a typologically different language affects lexical semantic meaning in the L1. In this study, we examined placement event descriptions (in American Sign Language (ASL) and English) in hearing L2 learners of ASL who were native speakers of English. L2 signers' ASL placement descriptions looked similar to those of two Deaf, native ASL signer controls, suggesting that the iconicity and transparency of placement distinctions in the visual modality may facilitate L2 acquisition. Nevertheless, L2 signers used a wider range of handshapes in ASL and used them less appropriately, indicating that fuzzy semantic boundaries occur in cross-modal L2 acquisition as well. In addition, while the L2 signers' English verbal expressions were not different from those of a non-signing control group, placement distinctions expressed in co-speech gesture were marginally more ASL-like for L2 signers, suggesting that exposure to different semantic boundaries can cause changes to how placement is conceptualized in the L1 as well.

scholarly journals A influência da idade na inteligibilidade e no grau de sotaque estrangeiro de alunos brasileiros de inglês de nível avançado

2015 ◽  
Vol 13 (2) ◽  
Author(s):  
Ronaldo Mangueira Lima Jr
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Native Speakers ◽  
Foreign Accent ◽  
Control Group ◽  
Phonological Acquisition ◽  
Advanced Learners ◽  
Native Speakers Of English ◽  
Exceptional Learners

Resumo Este estudo investigou a influência que a idade com a qual brasileiros começam a estudar inglês no Brasil pode ter na sua pronúncia ao final do curso avançado de inglês, mais especificamente na inteligibilidade e no grau de sotaque estrangeiro. Alunos que estavam cursando o último semestre de seus cursos e haviam começado o curso em diferentes idades foram gravados lendo um parágrafo e falando espontaneamente. Um grupo controle de falantes nativos de inglês também foi gravado desempenhando as mesmas tarefas. Os níveis de inteligibilidade e de grau de sotaque estrangeiro dos participantes foram avaliados por um painel de nove juízes, e os resultados mostram uma tendência de declínio na pronúncia com o aumento da idade de início do curso, com um grande declínio mesmo entre o grupo controle e os aprendizes mais novos. Alguns aprendizes excepcionais, com níveis de inteligibilidade e de grau de sotaque estrangeiro próximos aos dos falantes nativos, foram encontrados. Os resultados estão alinhados ao conceito de aquisição de segunda língua como sistema dinâmico, sob a qual os dados foram analisados. Palavras-chave: Aquisição de segunda língua. Aquisição fonológica. Pronúncia. Inglês-L2. Inteligibilidade.   The influence of age on intelligibility and rate of foreign accent of Brazilian advanced learners of English  Abstract This study has investigated the influence that the age in which Brazilian learners begin to study English in Brazil may have on their pronunciation at the end of their advanced English courses, especially on their intelligibility and rate of foreign accent. Learners who were in the last semester of their courses and who had begun studying at different ages were recorded reading a paragraph and speaking spontaneously. A control group of native speakers of English was also recorded performing the same tasks. Participants’ levels of intelligibility and of rate of foreign accent were assessed by a panel of nine judges and the results show a tendency of decline in their pronunciation as the age in which they began studying increases; with a sharp decline even between the control group and the earliest starters. A few exceptional learners, with intelligibility and rate of foreign accent levels close to those of the native speakers, were found. The results are aligned with the concept of second language acquisition as a dynamic system, under which the data were analyzed. Keywords: Second language acquisition. Phonological acquisition. Pronunciation. English as a foreign language. Intelligibility.

Effects of speech rate, phonetic background and gender on vowel reduction in the speech of nonnative speakers of English

2014 ◽  
Vol 50 (4) ◽  
Author(s):  
Bogna Brzezicha ◽  
Małgorzata Kul
Keyword(s):  
Acoustic Analysis ◽  
Native Speakers ◽  
Speech Rate ◽  
Nonnative Speakers ◽  
Control Group ◽  
Vowel Reduction ◽  
Native Speakers Of English ◽  
Nonnative Speakers Of English ◽  
And Gender

AbstractThe paper reports the results of a study investigating vowel reduction in the speech of non-native speakers of English. The aim was to unravel the links between reduction and speech rate, phonetic training and gender. We hypothesized that (i) Polish speakers of English reduce vowels; (ii) they speak slower than native speakers; (iii) the higher the rate, the higher the reduction degree; (iv) speakers with phonetic training reduce less than those lacking it; (v) male subjects reduce more than the female ones. In order to realize these aims, an acoustic analysis of vowels was performed on 2 hrs 42 mins of speech produced by 12 Polish speakers of English. The subjects were di-vided into an experimental group consisting of 6 students of English and a control group with 6 speakers who had no phonetic training. The obtained results positively verify that non-native speakers reduce vowels and cast some doubts on whether they speak slower than native speakers. The role of rate and gender could not be established due to statistical and methodological issues. The group with no phonetic training outperformed the group which underwent phonetic training, pointing instead to the role of exposure and perhaps music training in acquiring native-like reduction patterns.

scholarly journals Effects of removable dental prostheses on mandibular bone density in postmenopausal osteoporotic patients

2021 ◽  
Vol 11 (Suppl. 1) ◽  
pp. 206-209
Author(s):  
Sinan Ateş ◽  
Belgin Gülsün
Keyword(s):  
Bone Density ◽  
Native Speakers ◽  
Whole Body ◽  
Control Group ◽  
Mandibular Bone ◽  
Dental Prostheses ◽  
Removable Dental Prostheses ◽  
Group A ◽  
Native Speakers Of English ◽  
Significant Change

Aim: To investigate the effects of removable dental prostheses on mandibular bone density in postmenopausal osteoporotic patients. Methodology: The prospective study included 30 female patients aged 45–70 years who had been previously diagnosed with postmenopausal osteoporosis. The patients had no diseases affecting bone metabolism. The patients were divided into two groups: (i) patients who were using removable dental prostheses (n=15) and (ii) patients who were not using removable dental prostheses (n=15) (the control group). A whole-body dual energy x-ray absorptiometry (DXA) scan was performed to calculate the mandibular bone densities of the patients. Results: The use of removable mandibular prostheses did not cause a significant change in mandibular bone density. Conclusion: The fact that removable mandibular prostheses did not cause a significant change in mandibular bone density could be because the patients started using the removable prostheses long after they lost their teeth.   How to cite this article: Akın Tartuk G, Kaya S. The effect of different final irrigation solutions on apical impermeability. Int Dent Res 2021;11(Suppl.1):201-5. https://doi.org/10.5577/intdentres.2021.vol11.suppl1.28   Linguistic Revision: The English in this manuscript has been checked by at least two professional editors, both native speakers of English.

scholarly journals O parâmetro do sujeito nulo na Aquisição do Português L2 (Null subject parameter in L2 Portuguese Acquisition)

2009 ◽  
Vol 7 (2) ◽  
pp. 133
Author(s):  
Gildete Rocha Xavier
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Native Speakers ◽  
Generative Grammar ◽  
Brazilian Portuguese ◽  
Null Subject ◽  
L2 Learners ◽  
Null Subject Parameter ◽  
Native Speakers Of English

Este artigo tem como objetivo investigar como se dá a aquisição do sujeito nulo do Português Brasileiro L2 por falantes nativos de Inglês e Italiano em situação de imersão. A pesquisa desenvolve-se no âmbito da gramática gerativa, (CHOMSKY, 1981, 1986, 1993, 1995, 2000). As questões da pesquisa estão relacionadas à questão do acesso à Gramática Universal.PALAVRAS-CHAVE: Gramática gerativa. Princípios e parâmetros. Aquisição de segunda língua. Sujeito nulo. ABSTRACT The aim of this study is to investigate the acquisition of the null subject in Brazilian Portuguese as a second language by native speakers of English and Italian. The research was developed within the framework of Generative Grammar (CHOMSKY, 1981, 1986, 1993, 1995, 2000). This research attempted to investigate whether the L2 learners have access to the Universal Grammar.KEYWORDS: Generative grammar. Principles and parameters. Second language acquisition. Null subject.

scholarly journals Analyzing Use of “Thanks to You”: Insights for Language Teaching and Assessment in Second and Foreign Language Contexts

2011 ◽  
Vol 9 (2) ◽  
pp. 29-50
Author(s):  
Betty Lanteigne ◽  
Peter Crompton
Keyword(s):  
English Language ◽  
Native Speakers ◽  
American English ◽  
Language Instruction ◽  
Intended Meaning ◽  
American University ◽  
English Language Instruction ◽  
Native Speakers Of English ◽  
Arabic Speaker ◽  
News Programs

This investigation of thanks to you in British and American usage was precipitated by a situation at an American university, in which a native Arabic speaker said thanks to you in isolation, making his intended meaning unclear. The study analyzes use of thanks to you in the Corpus of Contemporary American English and the British National Corpus to gain insights for English language instruction /assessment in the American context, as well as English-as-a-lingua-franca contexts where the majority of speakers are not native speakers of English or are speakers of different varieties of English but where American or British English are for educational purposes the standard varieties. Analysis of the two corpora revealed three functions for thanks to you common to British and American usage: expressing gratitude, communicating “because of you” positively, and communicating “because of you” negatively (as in sarcasm). A fourth use of thanks to you, thanking journalists/guests for being on news programs/talk shows, occurred in the American corpus only. Analysis indicates that felicitous use of thanks to you for each of these meanings depends on the presence of a range of factors, both linguistic and material, in the context of utterance.

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