scholarly journals On the Difficulty of Defining “Difficult” in Second-Language Vowel Acquisition

2021 ◽  
Vol 6 ◽  
Author(s):  
Murray J. Munro
Keyword(s):  
Second Language ◽  
High Frequency ◽  
Empirical Work ◽  
Logistic Models ◽  
Group Level ◽  
Vowel Quality ◽  
Speaker Variability ◽  
L2 Phonology ◽  
Vowel Acquisition ◽  
Evaluation Of Learning

Hierarchies of difficulty in second-language (L2) phonology have long played a role in the postulation and evaluation of learning models. In L2 pronunciation teaching, hierarchies are assumed to be helpful in the development of instructional strategies based on anticipated areas of difficulty. This investigation addressed the practicality of defining a pedagogically useful hierarchy of difficulty for English tense and lax close vowels (/i I u ʊ/) produced by Cantonese speakers. Unlike their English counterparts, Cantonese close tense-lax pairs are allophonic variants with [i u] occurring before alveolars and [I ʊ] before velars. Each tense-lax pair represents a “phonemic split” in which members of a single L1 category are realized contrastively in L2. Despite evidence that English tense-lax distinctions are challenging for Cantonese speakers, no previous empirical work has closely considered the problem from the standpoint of vowel intelligibility across multiple phonetic contexts and in different words sharing the same rhyme. In a picture-based word-elicitation task, 18 Cantonese-speaking participants produced 31 high-frequency CV and CVC words. Vowels were evaluated for intelligibility by phonetically-trained judges. A series of mixed-effects binary logistic models were fitted to the scores, with vowel quality, phonetic context (rhyme) and word as factors, and length of Canadian residence and daily use of English as co-variates. As expected, the general hierarchy of difficulty for vowels that emerged (/i/ > /u/ > /ʊ/ > /I/) was complicated by large differences across phonetic contexts. Results were not readily explicable in terms of transfer; moreover, different words with the same rhyme were not produced with equal intelligibility. The most serious modeling complication was the sizeable inter-speaker variability in difficulties, which could not be accounted for by model co-variates. Although some difficulties were roughly systematic at the group level, it is argued that establishing a pedagogically useful hierarchy on such data would prove intractable. Rather, L2 learners might be better served by assessment and instructional targeting of their individual problem areas than by a focus on errors predicted from hierarchies of difficulty.

The Perception of Cantonese Vowel Length Contrast by Mandarin Speakers

2019 ◽  
Vol 63 (3) ◽  
pp. 635-659
Author(s):  
Jingxin Luo ◽  
Vivian Guo Li ◽  
Peggy Pik Ki Mok
Keyword(s):  
Second Language ◽  
Discrimination Task ◽  
Early Stage ◽  
Vowel Quality ◽  
Speech Acquisition ◽  
Vowel Length ◽  
Third Language ◽  
Phonological Knowledge ◽  
Mandarin Speakers

The study investigates the perception of vowel length contrasts in Cantonese by native Mandarin speakers with varying degrees of experience in Cantonese: naïve listeners (no exposure), inexperienced learners (~1 year), and experienced learners (~5 years). While vowel length contrasts do not exist in Mandarin, they are, to some extent, exploited in English, the second language (L2) of all the participants. Using an AXB discrimination task, we investigate how native and L2 phonological knowledge affects the acquisition of vowel length contrasts in a third language (L3). The results revealed that all participant groups could discriminate three contrastive vowel pairs (/aː/–/ɐ/, /ɛː/–/e/, /ɔː/–/o/), but their performance was influenced by the degree of Cantonese exposure, particularly for learners in the early stage of acquisition. In addition to vowel quality differences, durational differences were proposed to explain the perceptual patterns. Furthermore, L2 English perception of the participants was found to modulate the perception of L3 Cantonese vowel length contrasts. Our findings demonstrate the bi-directional interaction between languages acquired at different stages, and provide concrete data to evaluate some speech acquisition models.

scholarly journals Group-level patterns emerge from individual speed as revealed by an extremely social robotic fish

2020 ◽  
Author(s):  
Jolle W. Jolles ◽  
Nils Weimar ◽  
Tim Landgraf ◽  
Pawel Romanczuk ◽  
Jens Krause ◽  
...  
Keyword(s):  
Empirical Work ◽  
Feedback System ◽  
Robotic Fish ◽  
Collective Behaviour ◽  
Movement Speed ◽  
Group Level ◽  
Individual Based Models ◽  
Biomimetic Robot ◽  
Induced Changes

AbstractUnderstanding the emergence of collective behaviour has long been a key research focus in the natural sciences. Besides the fundamental role of social interaction rules, a combination of theoretical and empirical work indicates individual speed may be a key process that drives the collective behaviour of animal groups. Socially-induced changes in speed by interacting animals make it difficult to isolate the effects of individual speed on group-level behaviours. Here we tackled this issue by pairing guppies with a biomimetic robot. We used a closed-loop tracking and feedback system to let a robotic fish naturally interact with a live partner in real time, and programmed it to strongly copy and follow its partner’s movements while lacking any preferred movement speed or directionality of its own. We show that individual differences in guppies’ movement speed were highly repeatable and shaped key collective patterns: higher individual speeds resulted in stronger leadership, lower cohesion, higher alignment, and better temporal coordination in the pairs. By combining the strengths of individual-based models and observational work with state-of-the-art robotics, we provide novel evidence that individual speed is a key, fundamental process in the emergence of collective behaviour.

ULTIMATE ATTAINMENT IN L2 PHONOLOGY

1999 ◽  
Vol 21 (1) ◽  
pp. 81-108 ◽  
Author(s):  
Alene Moyer
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Native Speaker ◽  
Nonnative Speakers ◽  
Sensitive Period ◽  
Nonnative Speaker ◽  
Several Variables ◽  
L2 Phonology ◽  
Task Types ◽  
Ultimate Attainment

Within both first and second language acquisition research, a critical or sensitive period for complete attainment has largely been substantiated in phonological studies, although it is questionable whether age should be examined in isolation from sociopsychological influences and the extent of exposure to the second language. This study sets out to challenge the Critical Period Hypothesis (CPH) by examining phonological performance among highly motivated subjects who use German daily as graduate student instructors and who have been immersed in the language through in-country residence, augmented by years of instruction in both language- and content-based courses. The methodology developed seeks to expand the realm of factors that are potentially conflated with age, such as instruction, motivation, suprasegmental training, and self-perception of productive accuracy, and other factors that have not been addressed in previous studies on ultimate attainment. Production tasks target sounds difficult for nonnative speakers (NNSs) according to contrastive analysis, and task types range in complexity from isolated words to sentences, paragraphs, and free speech. A mean rating was computed for each speaker, including native speaker controls, according to native speaker judgments. When averaged across all tasks, nonnative speaker performance did not overlap with native performance. However, several variables correlated significantly with outcome, including suprasegmental training, which indicated performance closer to native level.

On Context and Second Language Acquisition: The Rural Urban Dichotomy in Cameroon

2021 ◽  
Vol 12 (1) ◽  
pp. 68
Author(s):  
Louis Mbibeh
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Learning Environment ◽  
Primary School ◽  
Rural Areas ◽  
High Frequency ◽  
Average Frequency ◽  
Northwest Region

The complexity of the linguistic environment in Cameroon raises the question of context and its role in the acquisition of another language. This paper draws a dichotomy between learners in such contexts considered rural and those regarded as urban or cosmopolitan2. Using the irregular verb as a yardstick, an evaluation of the acquisition of irregular verb patterns by 80 final year primary school learners from 2contexts in the Northwest Region of Cameroon was done. Oral and written tests were administered to check learners’ acquisition of verb inflectional categories, verb tenses and general written and oral productions. The findings reveal similar trends in the acquisition of inflectional categories and verb tenses by learners in both contexts and divergent trends in general oral and written productions. For instance, learners in both contexts had similar challenges using the Vs, Ved and Ven inflections with a very low average frequency of 26% and with a high frequency of 67.2 % for the Ving and Vo inflections. Though learners in the urban centres had higher degrees of efficiency in oral productions, their counterparts in the rural areas had more challenges in verbal as against written productions. The paper concludes that second language acquisition is not a consequence of a unilateral context but a result of a plethora of other factors both within and without the learning environment with evident pedagogic implications for stakeholders in the second language acquisition industry.

SECOND LANGUAGE PHONOLOGY, PHONETICS, AND TYPOLOGY

1998 ◽  
Vol 20 (2) ◽  
pp. 189-211 ◽  
Author(s):  
John Archibald
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Language Learners ◽  
Mental Representation ◽  
Second Language Learners ◽  
Language Change ◽  
Metrical Structure ◽  
Language Typology ◽  
L2 Phonology ◽  
Feature Geometry

In this paper, I address the nature of the mental representation of an interlanguage grammar. The focus will be on the necessity of positing some sort of hierarchical constituent structure to account for L2 phonology. I discuss relevant data from the domains of the acquisition of segments, syllables, moras, and metrical structure. The interaction of these domains is discussed.In addition, I look at the acquisition of onset clusters and argue that the acquisition of liquids is correlated with the acquisition of consonantal sequences. Evidence from language change, language typology, and language acquisition suggests that there is a causal relationship between the two. The theoretical framework of feature geometry and derived sonority gives us the apparatus to explain what the second-language learners are doing.

Implications of the declarative/procedural model for improving second language learning: The role of memory enhancement techniques

2016 ◽  
Vol 34 (1) ◽  
pp. 39-65 ◽  
Author(s):  
Michael T Ullman ◽  
Jarrett T Lovelett
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning And Memory ◽  
Retrieval Practice ◽  
Declarative Memory ◽  
Empirical Work ◽  
Memory Systems ◽  
Procedural Memory ◽  
Future Research ◽  
Memory Enhancement

The declarative/procedural (DP) model posits that the learning, storage, and use of language critically depend on two learning and memory systems in the brain: declarative memory and procedural memory. Thus, on the basis of independent research on the memory systems, the model can generate specific and often novel predictions for language. Till now most such predictions and ensuing empirical work have been motivated by research on the neurocognition of the two memory systems. However, there is also a large literature on techniques that enhance learning and memory. The DP model provides a theoretical framework for predicting which techniques should extend to language learning, and in what circumstances they should apply. In order to lay the neurocognitive groundwork for these predictions, here we first summarize the neurocognitive fundamentals of the two memory systems and briefly lay out the resulting claims of the DP model for both first and second language. We then provide an overview of learning and memory enhancement techniques before focusing on two techniques – spaced repetition and retrieval practice – that have been linked to the memory systems. Next, we present specific predictions for how these techniques should enhance language learning, and review existing evidence, which suggests that they do indeed improve the learning of both first and second language. Finally, we discuss areas of future research and implications for second language pedagogy.

Methods for Researching Second Language Phonological and Phonetic Acquisition

2013 ◽  
Vol 6 (1) ◽  
Author(s):  
Christine Shea
Keyword(s):  
Second Language ◽  
Target Language ◽  
Research Areas ◽  
L2 Phonology

AbstractIn this commentary I provide a brief overview of selected research areas and methodology used to study adult L2 phonology and phonetics. I focus the discussion on studies that include Spanish as either the first or target language.

Age of onset, length of residence, language aptitude, and ultimate L2 attainment in three linguistic domains

2012 ◽  
Vol 29 (3) ◽  
pp. 311-343 ◽  
Author(s):  
Gisela Granena ◽  
Michael H Long
Keyword(s):  
Second Language ◽  
Native Speaker ◽  
Age Of Onset ◽  
Language Aptitude ◽  
Length Of Residence ◽  
Windows Of Opportunity ◽  
L2 Phonology ◽  
Chinese Learners ◽  
Different Ages ◽  
Rate Of Decline

A study was conducted to identify the scope and timing of maturational constraints in three linguistic domains within the same individuals, as well as the potential mediating roles of amount of second language (L2) exposure and language aptitude at different ages in different domains. Participants were 65 Chinese learners of Spanish and 12 native speaker controls. Results for three learner groups defined by age of onset (AO) – 3–6, 7–15, and 16–29 years – confirmed previous findings of windows of opportunity closing first for L2 phonology, then for lexis and collocation and, finally, in the mid-teens, for morphosyntax. All three age functions exhibited the discontinuities in the rate of decline with increasing AO associated with sensitive periods. Significant correlations were found between language aptitude, measured using the LLAMA test (Meara, 2005), and pronunciation scores, and between language aptitude and lexis and collocation scores, in the AO 16–29 group.

scholarly journals Musical Hearing and Musical Experience in Second Language English Vowel Acquisition

2021 ◽  
pp. 1-17
Author(s):  
Mateusz Jekiel ◽  
Kamil Malarski
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Music Perception ◽  
Musical Experience ◽  
Music Practice ◽  
Musical Skills ◽  
Vowel Formant ◽  
English Vowels ◽  
Before And After ◽  
Vowel Acquisition

Purpose Former studies suggested that music perception can help produce certain accentual features in the first and second language (L2), such as intonational contours. What was missing in many of these studies was the identification of the exact relationship between specific music perception skills and the production of different accentual features in a foreign language. Our aim was to verify whether empirically tested musical hearing skills can be related to the acquisition of English vowels by learners of English as an L2 before and after a formal accent training course. Method Fifty adult Polish speakers of L2 English were tested before and after a two-semester accent training in order to observe the effect of musical hearing on the acquisition of English vowels. Their L2 English vowel formant contours produced in consonant–vowel–consonant context were compared with the target General British vowels produced by their pronunciation teachers. We juxtaposed these results with their musical hearing test scores and self-reported musical experience to observe a possible relationship between successful L2 vowel acquisition and musical aptitude. Results Preexisting rhythmic memory was reported as a significant predictor before training, while musical experience was reported as a significant factor in the production of more native-like L2 vowels after training. We also observed that not all vowels were equally acquired or affected by musical hearing or musical experience. The strongest estimate we observed was the closeness to model before training, suggesting that learners who already managed to acquire some features of a native-like accent were also more successful after training. Conclusions Our results are revealing in two aspects. First, the learners' former proficiency in L2 pronunciation is the most robust predictor in acquiring a native-like accent. Second, there is a potential relationship between rhythmic memory and L2 vowel acquisition before training, as well as years of musical experience after training, suggesting that specific musical skills and music practice can be an asset in learning a foreign language accent.

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