Acceleration in the bilingual acquisition of phonological structure: evidence from Polish–English bilingual children

This study examines the production of consonant clusters in simultaneous Polish-English bilingual children and in language-matched English monolinguals (aged 7;01- 8;11). Selection of the language pair was based on the fact that Polish allows a greater range of phonologically complex cluster types than English. A nonword repetition task was devised in order to examine clusters of different types (obstruent-liquid vs. s + obstruent) and in different word positions (initial vs. medial), two factors that play a significant role in repetition accuracy in monolingual acquisition (e.g. Kirk & Demuth, 2005). Our findings show that bilingual children outperformed monolingual controls in the word initial s + obstruent condition. These results indicate that exposure to complex word initial clusters (in Polish) can accelerate the development of less phonologically complex clusters (in English). This constitutes significant new evidence that the facilitatory effects of bilingual acquisition extend to structural phonological domains

The phonetics of second language learning and bilingualism

This chapter provides an overview of major theories and findings in the field of second language (L2) phonetics and phonology. Four main conceptual frameworks are discussed and compared: the Perceptual Assimilation Model-L2, the Native Language Magnet Theory, the Automatic Selection Perception Model, and the Speech Learning Model. These frameworks differ in terms of their empirical focus, including the type of learner (e.g., beginner vs. advanced) and target modality (e.g., perception vs. production), and in terms of their theoretical assumptions, such as the basic unit or window of analysis that is relevant (e.g., articulatory gestures, position-specific allophones). Despite the divergences among these theories, three recurring themes emerge from the literature reviewed. First, the learning of a target L2 structure (segment, prosodic pattern, etc.) is influenced by phonetic and/or phonological similarity to structures in the native language (L1). In particular, L1-L2 similarity exists at multiple levels and does not necessarily benefit L2 outcomes. Second, the role played by certain factors, such as acoustic phonetic similarity between close L1 and L2 sounds, changes over the course of learning, such that advanced learners may differ from novice learners with respect to the effect of a specific variable on observed L2 behavior. Third, the connection between L2 perception and production (insofar as the two are hypothesized to be linked) differs significantly from the perception-production links observed in L1 acquisition. In service of elucidating the predictive differences among these theories, this contribution discusses studies that have investigated L2 perception and/or production primarily at a segmental level. In addition to summarizing the areas in which there is broad consensus, the chapter points out a number of questions which remain a source of debate in the field today.https://drive.google.com/open?id=1uHX9K99Bl31vMZNRWL-YmU7O2p1tG2wHhttps://drive.google.com/open?id=1uHX9K99Bl31vMZNRWL-YmU7O2p1tG2wHhttps://drive.google.com/open?id=1uHX9K99Bl31vMZNRWL-YmU7O2p1tG2wHAccepted manuscriptAccepted manuscrip

Exploring the focus-morphology interface: morpho-syntactic aspects of non prosodic focus : Selected Proceedings of the 2007 Mid American Linguistics Conference

This paper claims that a constraint-based theory (i.e, OT) can best account for the many manifestations of Focus in typologically diverse languages. We propose an interaction between Discourse Representation Theory (hereafter DRT) (Kamp, 1981; Kamp and Reyle, 1993) and Optimality Theory (OT) (Prince and Smolensky, 1993/2004) to best account for these facts, maintaining that constraint-ranking is the best way to achieve a descriptive and explanatorily adequate analysis of natural data. In particular, we provide a novel sketch of a theoretical account of natural languages that mark Focus morphologically but not prosodicall

The recognition of the prosodic focus position in German-learning infants from 4 to 14 months

The aim of the present study was to elucidate in a study with 4-, 6-, 8-, and 14-month-old German-learning children, when and how they may acquire the regularities which underlie Focus-to-Stress Alignment (FSA) in the target language, that is, how prosody is associated with specific communicative functions. Our findings suggest, that 14-month-olds have already found out that German allows for variable focus positions, after having gone through a development which goes from a predominantly prosodically driven processing of the input to a processing where prosody interacts more and more with the growing lexical and syntactic knowledge of the child

Leveraging metalinguistic awareness and L1 prosody in the learning of L2 prosody: the case of Mandarin speakers learning English sentence stress

Prosody encodes meanings (Levis & Wichmann, 2015) and significantly influences L2 English speakers' intelligibility and comprehensibility (Anderson-Hsieh, Johnson, & Koehler, 1992; Derwing, Munro, & Wiebe, 1998). However, L2 English speakers are deficient in using English prosody to realize pragmatic functions (Pickering, 2001; Wennerstrom, 1998), hindering effective communication between L1 English speakers and L2 English speakers. Furthermore, due to the complex and dynamic nature of prosody, English prosody teaching is particularly challenging for teachers. Reed and Michaud (2015) argue that metalinguistic awareness is an essential factor in effective prosody teaching. However, research studies providing empirical support for their claim are lacking. Furthermore, in recent years, an increasing number of research studies discovered similarities between Mandarin and English prosodic features and functions (Chen & Gussenhoven, 2008; Ouyang & Kaiser, 2015), suggesting the possibility to use crosslinguistic transfer to facilitate the teaching of English prosody. However, research studies investigating the efficacy of crosslinguistic based prosody pedagogy are also lacking. This study investigates the role of imitation, metalinguistic awareness, and L1 prosody in English prosody teaching by examining the efficacy of three prosody teaching methods: imitation-based prosody teaching (IT), monolingual metalinguistic awareness- based prosody teaching (mono-MAT) and crosslinguistic metalinguistic awareness-based prosody teaching (cross-MAT). 48 participants were randomized into four groups and received different kinds of intervention: (1) IT, (2) mono-MAT, (3) cross-MAT and (4) interview (control group). Participants' use of English prosody was elicited in a pretest, an immediate posttest, and a two-week delayed posttest by means of a read-aloud task and a picture narrative task eliciting participants' spontaneous speech. Participants' use of sentence stress was rated by six native English speakers based on 9-point Likert scales. The stressed constituents in participants' read-aloud speech were further analyzed regarding average pitch level, pitch range, duration, and intensity. Linear mixed-effects analysis was conducted to compare participants' use of sentence stress across groups and tests. The results suggest that metalinguistic awareness plays a critical role in prosody learning. The results also suggest the advantage of crosslinguistic prosody teaching. This study expands the breadth of pronunciation teaching by exploring the prosodic similarities across languages. This study increases the depth of pronunciation teaching by encouraging a paradigm shift from imitating the prosodic patterns to understanding the connection between the linguistic patterns and the pragmatic functions of prosodic features

The restricted access of information structure to syntax : a minority report

This paper sketches the view that syntax does not directly interact with information structure. Therefore, syntactic data are of little help when one wants to narrow down the interpretation of terms such as “focus”, “topic”, etc

The intonation of South Asian languages: towards a comparative analysis

South Asia has long been considered a region of widespread convergence in phonology, morphology, and syntax. While these claims have not explicitly been extended to intonation in previous work, researchers such as Féry (2010) have suggested that multiple South Asian languages (SALs) from different families can be covered with the same intonational description, and that prominence and weight play no role in its implementation. The current study examines what is arguably the most characteristic unit of SAL prosody, the repeated rising contour (RRC), produced in recordings of The North Wind and the Sun in six SALs to confirm the existence of some crosslinguistic similarities while also identifying areas of substantial variation. I highlight the roles played by lexical accent, vowel peripherality, and vowel length in the alignment of tones, and describe variation within and across languages. I also suggest directions in which research must be carried out to expand our typological understanding of the region and propose a model flexible enough to cover its diverse languages.

On some effects of Utterance Finality, with special consideration of South Asian languages

Pitch lowering, avoidance of prosodic prominence, and segmental reductions in utterance-final position are well known crosslinguistic tendencies. In verb-final languages the prosodic effects of Utterance Finality intersect with an independent, crosslinguistic tendency of verbs to receive relatively weak prominence within larger prosodic domains. As a consequence, verbs in SOV languages are special targets for the effects of Utterance Finality. After providing crosslinguistic illustrations of these effects I focus on a number of phenomena in South Asian languages which can be explained in terms of the intersection between Utterance Finality and Verb Finality. These include the relative order of negation and verb and the apparent optionality of ‘be’-deletion in Hindi, the difference in verb accentuation between main and dependent clauses in Vedic, and (possibly) the fact that Kashmiri ki/zi-clauses, unlike relative clauses, have V2, rather than verb-final order