scholarly journals Desenvolvimento fonético-fonológico bi/multilíngue e atenção – Questões teóricas abordadas no Speech Learning Model (SLM/SLM-r) e desafios futuros para a pesquisa em segunda língua (L2)

Revista X ◽  
2021 ◽  
Vol 16 (5) ◽  
pp. 1203
Author(s):  
Bruna Da Rosa De Los Santos ◽  
Ubiratã Kickhöfel Alves
Keyword(s):  
Learning Model ◽  
Speech Learning Model ◽  
De Se ◽  
Speech Learning

Neste artigo, propomos uma discussão teórica sobre as possíveis implicações atencionais no desenvolvimento fonético-fonológico bi/multilíngue. Para isso, partimos dos apontamentos feitos no Speech Learning Model, ao longo dos anos (FLEGE, 1995, 2003; FLEGE; BOHN, 2021), em relação ao componente cognitivo atencional. Discutiremos as seguintes questões latentes sobre atenção, não aprofundadas no SLM/SLM-r: (i) a possível relação direta entre proficiência e refinamento de categorias fonético-fonológicas; (ii) a conjugação entre percepção-produção, a qual perpassa, inevitavelmente, um contínuo de processamento entre armazenamento e recuperação de informações psico-acústicas; e (iii) o impacto metodológico de se considerar o construto ‘atenção’, associado ao SLM/SLM-r, nas coletas de dados de produção bilíngue. Tais lacunas psico-cognitivas dentro do modelo e, de forma geral, dentro da área de pesquisa, constituem desafios teóricos e metodológicos nos estudos de desenvolvimento bi/multilíngue, ainda mais numa perspectiva psicolinguística. Dessa forma, abrir o perímetro investigativo para questões mais amplas que envolvem a cognição bi/multilíngue pode contribuir, teórica e metodologicamente, para um maior entendimento do complexo processo de ensino-aprendizagem do componente fonético-fonológico de L2.

scholarly journals English and Portuguese consonant clusters: contrasts and challenges

2020 ◽  
Vol 36 (2) ◽  
Author(s):  
Sandra Madureira
Keyword(s):  
American English ◽  
Learning Model ◽  
Brazilian Portuguese ◽  
Consonant Clusters ◽  
Front Vowel ◽  
Vowel Epenthesis ◽  
Speech Learning Model ◽  
Speech Learning

ABSTRACT Consonant clusters occur both in Portuguese and English. However, clusters are more productive in English than in Portuguese and there are sequences which are only found in English.This study focuses on the contrasts between American English and Brazilian Portuguese consonant clusters and on three strategies Brazilian learners tend to apply when producing them: adding the high front vowel (epenthesis) between the consonants in the clusters, discarding consonants, or introducing phonetic changes. The relevance of introducing English clusters to Brazilian learners of English is pointed out and discussed under the framework of the Speech Learning Model (SLM).

scholarly journals On the Pronunciation of English /®/ and /l/ by Japanese Speakers

2018 ◽  
Vol 1 (1) ◽  
pp. 80
Author(s):  
Marc Picard
Keyword(s):  
Learning Model ◽  
Lateral Component ◽  
Speech Learning Model ◽  
Japanese Speakers ◽  
Speech Learning

One of the major tenets of the Speech Learning Model (SLM) is that “if two L2 sounds differ in perceived dissimilarity from the closest sound in the L1 inventory, the more dissimilar of the L2 sounds will manifest the greater amount of learning” (Aoyama et al. 2004:248). Given that certain studies have provided “evidence of greater learning for [®] than [l] by N[ative]J[apanese] learners of English” (2004:246), the SLM hypothesis can only be upheld if English [l] is more similar to Japanese [R] than English [®] is. However, this is clearly counterintuitive since, by most accounts, [R] represents a central flap, [l] a lateral approximant, and [®] a central approximant. In this study, it will be argued that English laterals cannot be more similar to Japanese /r/ than English rhotics are, as the SLM would have it, unless the Japanese sound contains a lateral component such as that which is found in the flap [‰]. As it happens, a number of phoneticians and phonologists have argued that this is indeed the case with Japanese /r/, as will be shown, and this is something that the proponents of the SLM would need to acknowledge if their theoretical stance is to be maintained.

scholarly journals Individual phonological attrition in Albanian–English late bilinguals

2017 ◽  
Vol 21 (2) ◽  
pp. 278-295 ◽  
Author(s):  
ESTHER DE LEEUW ◽  
AURELA TUSHA ◽  
MONIKA S. SCHMID
Keyword(s):  
Second Language ◽  
United Kingdom ◽  
Speech Production ◽  
Learning Model ◽  
L2 Acquisition ◽  
British English ◽  
Speech Learning Model ◽  
Native Speech ◽  
Acoustic Analyses ◽  
Speech Learning

The purpose of this study was to investigate phonological attrition in 10 native Albanian speakers who acquired Standard Southern British English (SSBE) as a second language (L2) in London, United Kingdom. A contrast was examined which is phonemic in Albanian but allophonic in SSBE, namely the production of light and dark lateral approximants. Impressionistic and acoustic analyses revealed that one late bilingual completely neutralized the phonemic contrast in her native Albanian speech. Furthermore, two other bilinguals neutralized the phonemic contrast between light /l/ and dark /ɫ/ in coda position, and overall there appeared to be a stronger trend for light /l/ to become dark in coda position than for dark /ɫ/ to become light in onset position. The findings are discussed in relation to the Speech Learning Model (Flege, 1995) and indicate that phonological attrition in native speech production is possible in late L2 acquisition, although not inevitable.

Japanese co-occurrence restrictions influence second language perception

2019 ◽  
Vol 40 (2) ◽  
pp. 585-611
Author(s):  
ALEXANDER J. KILPATRICK ◽  
RIKKE L. BUNDGAARD-NIELSEN ◽  
BRETT J. BAKER
Keyword(s):  
Second Language ◽  
Speech Perception ◽  
Response Times ◽  
Native Language ◽  
Learning Model ◽  
Speech Learning Model ◽  
Nonnative Speech Perception ◽  
Cross Language ◽  
Speech Learning ◽  
Assimilation Model

ABSTRACTMost current models of nonnative speech perception (e.g., extended perceptual assimilation model, PAM-L2, Best & Tyler, 2007; speech learning model, Flege, 1995; native language magnet model, Kuhl, 1993) base their predictions on the native/nonnative status of individual phonetic/phonological segments. This paper demonstrates that the phonotactic properties of Japanese influence the perception of natively contrasting consonants and suggests that phonotactic influence must be formally incorporated in these models. We first propose that by extending the perceptual categories outlined in PAM-L2 to incorporate sequences of sounds, we can account for the effects of differences in native and nonnative phonotactics on nonnative and cross-language segmental perception. In addition, we test predictions based on such an extension in two perceptual experiments. In Experiment 1, Japanese listeners categorized and rated vowel–consonant–vowel strings in combinations that either obeyed or violated Japanese phonotactics. The participants categorized phonotactically illegal strings to the perceptually nearest (legal) categories. In Experiment 2, participants discriminated the same strings in AXB discrimination tests. Our results show that Japanese listeners are more accurate and have faster response times when discriminating between legal strings than between legal and illegal strings. These findings expose serious shortcomings in currently accepted nonnative perception models, which offer no framework for the influence of native language phonotactics.

scholarly journals L1 vowels of multilinguals: the applicability of SLM in multilingualism

2016 ◽  
Vol 14 (1) ◽  
pp. 79-94
Author(s):  
Jolanta Sypiańska
Keyword(s):  
Native Language ◽  
Learning Model ◽  
Rigid System ◽  
Speech Learning Model ◽  
Second Formant ◽  
Speech Learning

Although L1 has been treated as a rigid system which is more likely to act as a sender than a receiver of CLI in bilinguals and multilinguals, recent studies have provided some evidence of the influence of both L2 and L3 on L1. The study is aimed at shedding further light on how Lns can influence the native language and how these changes can be explained by means of the Speech Learning Model. The first and second formant of L1 Polish vowels of three groups of multilinguals were compared. Evidence of a systemic influence of L2 on L1 was observed in the raising and backing of L1 Polish vowels due to L2 English and lowering and backing or fronting of L1 Polish vowels due to L2 German. No systemic influence of L3 on L1 was observed. The predictions derived from equivalence classification of SLM were tested for the Polish vowel /ɛ/ and the closest vowels from Lns. The majority of predictions regarding the convergence or divergence of the particular diaphone were supported by the data.

scholarly journals Phonetic transfer in language contact: Evidence for equivalence classification in the mid-vowels of Occitan–French bilinguals

2017 ◽  
Vol 49 (1) ◽  
pp. 53-85
Author(s):  
Damien Mooney
Keyword(s):  
Second Language ◽  
Language Contact ◽  
Learning Model ◽  
Speech Learning Model ◽  
Phonological Features ◽  
L1 And L2 ◽  
Speech Learning ◽  
Shed Light

This article examines first to second language (L1-to-L2) phonetic transfer in the speech of ten Occitan–French bilinguals, focusing on the mid-vowels in each of their languages. Investigating transfer in a situation of long-term societal language contact aims to shed light on the emergence of regional French phonological features from contact with Occitan. Using a sociophonetic methodology, the concept of equivalence classification (Flege 1988) is investigated, that is, that L2 words will be (initially) decomposed into familiar L2 sound categories, causing L1 and L2 sounds to resemble each other phonetically. The consequences of language contact are modelled statistically using an original corpus of over 1200 vowel tokens. The findings show that equivalence classification may not lead to equated sounds coming to resemble each other phonetically, suggesting necessary revisions to the speech learning model (SLM) hypothesis, and the need to consider the influence of sociolinguistic factors in situations of long-term language contact is emphasised.

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