The Effect of Bilingual Proficiency in Indian English on Bilabial Plosive

Background: Bilingual speech production studies have highlighted that level of proficiency influences the acoustic-phonetic representation of phonemes in both languages (MacKay, Flege, Piske, & Schirru 2001; Zárate-Sández, 2015). The results for bilingual speech production reveal that proficient/early bilinguals produce distinct acoustic properties for the same phoneme in each language, whereas less proficient/late bilinguals produce acoustic properties for a phoneme that is closer to the native language (Flege et al., 2003; Fowler et al., 2008). Acoustic-phonetic studies for Hindi (L1) and Indian English (L2) for bilingual speakers have been understudied, and the level of proficiency has not been considered in Hindi and Indian English bilingual speakers. The present study aimed to measure the acoustic differences produced by bilingual speakers of varying proficiencies for Indian English on bilabial plosive and determine how the bilabial plosives are different from American English bilabial plosives. Methods: The sample size for this study was twenty-four. However, only twenty participants (eleven females) between the ages of eighteen and fifty, with normal speech and hearing, were recruited. The lack of recruitment of four more participants was due to the inability to find bilingual speakers who spoke Hindi as their first language and Indian English as their second language and COVID-19 restrictions imposed on recruitment (n=4). The participants were divided into three groups based on language and proficiency: a monolingual American English group, a proficient bilingual Hindi-Indian English group, and a less-proficient bilingual Hindi-Indian English group. The bilinguals were divided into a proficient and less proficient group based on the Language Experience and Proficiency Questionnaire (Marian, Blumenfeld, & Kaushanskaya, 2007). Following the screening, participants took part in a Nonword Repetition Task. Data were analyzed using Praat and Voice Sauce software. A linear mixed-effects model using R statistics was used for the statistical analysis. Results: Data from 20 participants (seven proficient bilingual speakers, five less-proficient bilingual speakers, and eight monolingual speakers) were included in the data analysis. Approximately four thousand repetitions were evaluated across the remaining participants. There were no significant main effects across the four dependent variables, but there was an interaction effect between group and phoneme on two dependent variables. The closure duration for proficient bilingual speakers compared to less-proficient bilingual speakers were significantly different between the voiceless unaspirated bilabial plosive (VLE) and voiceless aspirated bilabial plosive (VLH), as well as voiced unaspirated bilabial plosive (VE) and voiced aspirated bilabial plosive (VH). For spectral tilt, there was a significant difference between the VLE and VLH for proficient bilingual speakers compared to less proficient bilingual speakers. Discussion: The results of this study suggest that proficient bilingual speakers have a faster rate of speech in both their first language and second language. Therefore, it is difficult to provide information on whether this group has separate acoustic-phonetic characteristics for each phoneme for each language. In contrast, the less-proficient bilingual speakers seem to have a unidirectional relationship (i.e., first language influences the second language). Furthermore, the results of the acoustic characteristics for the control group i.e., monolingual American English speakers suggest that they may have acoustic-phonetic characteristics that represent a single acoustic-phonetic representation of bilabial plosive with their voicing contrast

A phonological study on English loanwords in Mandarin Chinese

The general opinion about the way English borrowings enter Mandarin is that English words are preferably integrated into Mandarin via calquing, which includes a special case called Phonetic-Semantic Matching (PSM) (Zuckermann 2004), meaning words being phonetically assimilated and semantically transferred at the same time. The reason for that is that Mandarin is written in Chinese characters, which each has a single-syllable pronunciation and a self-contained meaning, and the meaning achieved by the selection of characters may match the original English words. There are some cases which are agreed by many scholars to be PSM. However, as this study demonstrates, the semantics of the borrowing and the original word do not really match, the relation considered to be “artificial” by Novotná (1967). This study analyses a corpus of 600 established English loanwords in Mandarin to test the hypothesis that semantic matching is not a significant factor in the loanword adaptation process because there is no semantic relation between the borrowed words and the characters used to record them. To measure the phonological similarity between the English input and the Mandarin output, one of the models in adult second language perception, the Perceptual Assimilation Model (Best 1995a), is used as the framework to judge the phonemic matching between the English word and the adapted Mandarin outcome. The meanings of the characters used in recording the loanwords are referred in The Dictionary of Modern Chinese to see whether there are cases of semantic matching. The phonotactic adaptation of illicit sound sequences is also analysed in Optimality Theory (McCarthy 2002) to give an account of phonetic-phonological analysis of the adaptation process. Thus, the percentage of Phono-Semantic Matching is obtained in the corpus. As the corpus investigation shows, the loanwords that can match up both the phonological and the semantic quality of the original words are very few. The most commonly acknowledged phono-semantic matching cases are only phonetic loanwords. In conclusion, this paper argues that the semantic resource of Chinese writing system is not used as a major factor in the integration of loanwords. Borrowing between languages with different writing systems is not much different than borrowing between languages with same writing system or without a writing system. Though Chinese writing system interferes with the borrowing, it is the linguistic factors that determine the borrowing process and results. Chinese characters are, by a large proportion, conventional graphic signs with a phonetic value being the more significant factor in loanword integration process

Phonetics and phonology of the three-way laryngeal contrast in Madurese

Madurese, a Western Malayo-Polynesian language spoken on the Indonesian island of Madura, exhibits a three-way laryngeal contrast distinguishing between voiced, voiceless unaspirated and voiceless aspirated stops and an unusual consonant-vowel (CV) co-occurrence restriction. The CV co-occurrence restriction is of phonological interest given the patterning of voiceless aspirated stops with voiced stops rather than with voiceless unaspirated stops, raising the question of what phonological feature they may share. Two features have been linked with the CV co-occurrence restriction: Advanced Tongue Root [ATR] and Lowered Larynx [LL]. However, as no evidence of voicing during closure for aspirated stops is observed and no other acoustic measures except voice onset time (VOT), fundamental frequency (F0), frequencies of the first (F1) and the second (F2) formants and closure duration relating to the proposed features have been conducted, it remains an open question which acoustic properties are shared by voiced and aspirated stops. Three main questions are addressed in the thesis. The first question is what acoustic properties voiced and voiceless aspirated stops share to the exclusion of voiceless unaspirated stops. The second question is whether [ATR] or [LL] accounts for the patterning together of voiceless aspirated stops with voiced stops. The third question is what the implications of the results are for a transparent phonetics-phonology mapping that expects phonological features to have phonetic correlates associated with them. In order to answer the questions, we looked into VOT, closure duration, F0, F1, F2 and a number of spectral measures, i.e. H1*-A1*, H1*-A2*, H1*-A3*, H1*-H2*, H2*-H4* and CPP. We recorded fifteen speakers of Madurese (8 females, 7 males) reading 188 disyllabic Madurese words embedded in a sentence frame. The results show that the three-way voicing categories in Madurese have different VOT values. The difference in VOT is robust between voiced stops on the one hand and voiceless unaspirated and voiceless aspirated stops on the other. Albeit statistically significant, the difference in VOT values between voiceless unaspirated and voiceless aspirated stops is relatively small. With regard to closure duration, we found that there is a difference between voiced stops on the one hand and voiceless unaspirated and aspirated stops on the other. We also found that female speakers distinguish F0 for the three categories while male speakers distinguish between F0 for voiced stops on the one hand and voiceless unaspirated and voiceless aspirated stops on the other. The results for spectral measures show that there are no significant differences in H1*-A1*, H1*-A3*, H1*-H2*, H2*-H4* and CPP between vowels adjacent to voiced and voiceless aspirated stops. In contrast, there are significant differences in these measures between vowels adjacent to voiced and voiceless unaspirated stops and between vowels adjacent to voiceless aspirated and voiceless unaspirated stops. Regarding the question whether voiced and voiceless aspirated stops share certain acoustic properties, our findings show that they do. The acoustic properties they share are H1*-A1* for both genders, H1*-H2* for females, H1*-A3* and H2*-H4* for males, and CPP for females at vowel onset and for males at vowel midpoint. However, they do not share such acoustic properties as VOT, closure duration and F0. Voiceless unaspirated and voiceless aspirated stops can be distinguished by VOT, F0 and spectral measures, i.e. H1*-A1*, H1*-A3*, H1*-H2*, H2*-H4* and CPP. However, these two voiceless stop categories have similar closure durations. As regards the question if [+ATR] or [+LL] might be responsible for the patterning together of voiceless aspirated stops with voiced stops, our findings suggest that either feature appears to be plausible. Acoustic evidence that lends support to the feature [+ATR] includes lower F1 and greater spectral tilt measures, i.e. H1*-A1*, H1*-A3*, H1*-H2* and H2*-H4*, and lower CPP values. Acoustic evidence that supports the feature [+LL] includes lower F1 and greater spectral tilt measures, i.e. H1*-A1*, H1*-A3*, H1*-H2* and H2*-H4*, and lower CPP values. However, the fact that voiceless aspirated stops are voiceless during closure raises a problem for the feature [+ATR] and the fact that F0 for voiceless aspirated stops is higher than for voiced stops also presents a problem for the feature [+LL]. The fact that not all acoustic measures fit in well with either feature is problematic to the idea that the relationship between phonetics and phonology is transparent in the sense that phonological features can be directly transformed into their phonetic correlates. Following the view that not all phonological features may not be expected to be phonetically grounded, for example, when they are related to historical sound change, we hold the idea of a phonetics-phonology mapping which allows for other non-phonetic factors to account for a phonological phenomenon. We also provide historical and loanword evidence which could support that voiceless aspirated stops in Madurese may have derived from earlier voiced stops, which probably retain their historical laryngeal contrast through phonologisation

Phonetic convergence in the speech of Polish learners of English

This dissertation examines variability in the phonetic performance of L2 users of English and concentrates on speech convergence as a result of exposure to native and non-native pronunciation. The term speech convergence refers to a process during which speakers adapt their linguistic behaviour according to who they are talking or listening to. Previous studies show that the phenomenon may take place both in a speaker’s L1 (e.g. Giles, 1973; Coupland, 1984; Gregory and Webster, 1996; Pardo, 2006; Babel; 2010) and L2 (e.g. Beebe, 1977; Berkowitz, 1986; Lewandowski, 2012; Rojczyk, 2013; Trofimovich and Kennedy, 2014). Speech convergence can be subdivided into three types of linguistic behaviour: convergence (the process of making one’s speech more similar to that of another person), divergence (the process of moving away from the speech of another person) and maintenance (the process of maintaining one’s default linguistic behaviour in spite of exposure to the speech of another person). The dissertation consists of four chapters; the first two provide theoretical background, the next two describe the study and its findings. Chapter One is concerned with previous research on speech convergence. The chapter reviews the methodology and approaches used in previous work and discusses the range of factors that may affect convergence strategies. Chapter Two provides an overview of relevant studies in the field of L2 phonetics. It describes the structure and formation of the L2 sound system and the numerous socialpsychological, linguistic and psycholinguistic variables that may influence L2 phonetic performance. Chapter Three describes the study on speech convergence in the pronunciation of Polish learners of English, i.e. the aims, hypotheses, methodology and results. In Chapter Four, the results of the study on phonetic convergence in the speech of Polish learners of English are analysed and discussed. The phenomenon of speech convergence has been explored under different names and with the use of various frameworks and methodological procedures. Some researchers refer to the process as accommodation and investigate it by analysing spontaneous conversational data (e.g. Giles, 1973; Bourhis and Giles, 1977; Coupland, 1984; Gregory and Webster, 1996). Other researches use the term imitation and examine the phenomenon in socially minimal, laboratory-based settings (e.g. Goldinger, 1998; Schokley et al., 2004; Delvaux and Soquet, 2007; Nielsen, 2011). Irrespective of terminological and methodological differences, the results of previous studies on phonetic convergence indicate that the process is conditioned by 171 a variety of linguistic (e.g. Mitterer and Ernestus, 2008; Babel, 2009; Brouwer et al., 2010; Nielsen, 2011) and social-psychological factors (Giles, 1973; Bilous i Krauss, 1988; Gregory and Webster, 1996; Pardo, 2006; Babel, 2009, Yu et al., 2013) Research on L2 acquisition and non-native pronunciation shows that the development of the L2 sound system is a complex and dynamic process. It has been argued that the productions of L2 users are generated by interlanguage (IL), an independent linguistic system that encompasses elements of the learner’s L1 and L2 but does not correspond exactly to either the NL or the TL (e.g. Selinker, 1972; 1992). Importantly, previous findings indicate that the phonetic performance of non-native speakers is influenced not only by their L1 and L2 sound systems but also by a range of various psycholinguistic (e.g. Flege, 1987; Flege et al., 2003) and social-psychological factors (e.g. Taylor et al., 1971; Zuengler, 1982; Gatbonton et al., 2011). The process of adapting one’s pronunciation as a result of exposure to another person’s speech has been detected in the productions of L2 users (e.g. Beebe, 1977; Berkowitz, 1986; Lewandowski, 2012; Rojczyk, 2013; Trofimovich and Kennedy, 2014). Similarly as in the case of L1 speech convergence, previous studies show that the magnitude of L2 speech convergence may depend upon a variety of social-psychological and linguistic variables. An interesting aspect of L2 phonetic convergence that has not yet been thoroughly explored is the comparison of pronunciation shifts upon exposure to the speech of native speakers of the TL as compared with pronunciation shifts upon exposure to the speech of other learners. The aim of the study was to address this issue by investigating and comparing L2 convergence strategies upon exposure to native and non-native pronunciation. The study concentrated on the phonetic performance of advanced Polish learners of English, who were exposed to two pronunciation varieties: Polish-accented English and native English. The participants were 38 native speakers of Polish, majoring in English Studies and recruited from the University of Lodz. The subjects listened to pre-recorded productions provided by two model talkers/interlocutors: a native speaker of Standard Southern British English and a native speaker of Polish (a qualified phonetician imitating a heavy Polish accent in English). The phonetic variables under investigation were the following: aspiration in word-initial /p t k/, pre-voicing in word-initial /b d g/, vowel duration as a cue for consonant voicing in English /æ e ɪ iː/. The experimental procedure consisted of several phases. First, the informants were instructed to identify the target words in an auditory naming task (baseline condition). Next, they were asked to listen to pre-recorded English words provided by the two 172 model talkers/interlocutors and to identify the words by saying them out loud (imitation condition). Finally, the subjects were required to read the target words for the two model talkers/interlocutors to listen to at a later time (accommodation condition). Following the production stage of the experiment, the participants completed a questionnaire whose purpose was to gauge attitudes towards native and foreign-accented English. Three hypotheses were formulated to be tested in the course of the study. Hypothesis 1 predicted that convergence strategies following exposure to native and non-native English will vary as a function of model talker/interlocutor. Hypothesis 2 predicted that convergence strategies following exposure to native and non-native English will be affected by the subjects’ attitudes towards native and Polish-accented English. Hypothesis 3 predicted that convergence strategies following exposure to native and non-native English will differ as a function of phonetic context (place of articulation and vowel category). Acoustic and statistical analysis of the data revealed that the subjects modified their linguistic behaviour following exposure to the speech of the model talkers/interlocutors, which corroborates the claim that L2 speech convergence phenomena are present in nonnative pronunciation. Hypothesis 1 was partially supported by the results of the study. It was found that speech behaviour following exposure to native and non-native English varied as a function of model talker/interlocutor in all but two instances (accommodation on pre-voicing and imitation of vowel duration). The results suggests that when using a second language, speakers may use different convergence strategies depending on the native/non-native status of the model talker or interlocutor. Hypothesis 2 was partially supported by the data. The results indicate that a strong preference for target-like pronunciation may prompt learners to converge towards native speech and diverge from foreign-accented speech. However, the factor does not seem to operate if a learner has not succeeded in mastering a given TL pronunciation feature, i.e. the impact of attitudinal factors on the magnitude of convergence in non-native pronunciation appears to be conditioned by the stage of acquisition of a given TL phonetic feature. Hypothesis 3 was not borne out the results obtained in the study. It was found that convergence strategies following exposure to native and non-native English did not vary depending on phonetic context. Overall, the findings of the study provide support for the claim that the process of speech convergence operates in L2 pronunciation and imply that certain social-psychological and psycholinguistic factors may have an impact on learners’ convergence strategies

The Acquisition of English stops by Saudi L2 Learners

Researchers have studied voice onset time (VOT) in a number of languages but there is a scarcity of research on the acquisition of VOT of English, particularly by adult Saudi learners, and on the VOT of Saudi Arabic. The current study aims to fill these gaps. At the same time, we aimed to assess whether key claims of Flege's Speech Learning Model (SLM) were supported by this kind of data. 31 adult advanced Saudi learners of English and 60 monolinguals (30 native English and 30 Arabic monolinguals) participated in this study. The VOTs of the voiced and voiceless stops were measured followed by three different vowels, in both isolated word and word in sentence contexts. The results show that the learners produced English voiceless stops with aspiration closer to Arabic than to the higher native English VOT values, and voiced stops with pre-voicing, similar to Arabic, rather than with native English short-lag VOT values. Context had an effect in English but vowel did not, while the reverse was true for the learners and Arabic native speakers. Overall, learners' acquisition was modest despite their level and exposure, in that they overwhelmingly resembled Arabic rather than English native speakers. Several hypotheses based on SLM expectations were not confirmed in an unqualified way. However, support was found for learners' phonetic categories being ‘deflected’ away from both L1 and L2 categories. All three groups produced longer positive VOT for aspirated than unaspirated or voiced plosives. All exhibited VOT increasing across places of articulation, front to back for the voiceless stops, but only English native speakers showed this clearly for the voiced stops. Length of residence in UK and daily use of English did not seem to affect nativelikeness of learner VOT

First language phonetic drift during second language acquisition

Despite abundant evidence of malleability in speech production, previous studies of the effects of late second-language learning on first-language production have been limited to advanced learners. This dissertation examines these effects in novice learners, finding that experience in a second language rapidly, and possibly inexorably, affects production of the native language. In a longitudinal study of Korean acquisition, native English-speaking adult learners (n = 19) produced the same English words at weekly intervals over the course of intensive elementary Korean classes. Results of two acoustic case studies indicate that experience with Korean rapidly influences the production of English, and that the effect is one of assimilation to phonetic properties of Korean. In case study 1, experience with Korean stop types is found to influence the production of English stop types (in terms of voice onset time and/or fundamental frequency onset) as early as the second week of Korean classes, resulting in the lengthening of VOT in English voiceless stops (in approximation to the longer VOT of the perceptually similar Korean aspirated stops) and the raising of F0 onset following English voiced and voiceless stops (in approximation to the higher F0 levels of Korean). Similarly, in case study 2, experience with the Korean vowel space is found to have a significant effect on production of the English vowel space, resulting in a general raising of females' English vowels in approximation to the overall higher Korean vowel space. These rapid effects of second-language experience on first-language production suggest that cross-language linkages are established from the onset of second-language learning, that they occur at multiple levels, and that they are based not on orthographic equivalence, but on phonetic and/or phonological proximity between languages. The findings are discussed with respect to current notions of cross-linguistic similarity, exemplar models of phonology, and language teaching and research practices

When Phonological Systems Collide: The Role of the Lexicon in L2 Phonetic Learning

The acquisition of a sound system is an integral component of second language (L2) communication, yet it is one of the most difficult skills to teach and is therefore largely ignored in L2 classrooms (Derwing, 2010). In laboratory settings, phonetic training studies have typically examined syllables, rather than words, with no referential meaning. Support for this decontextualization of the stimuli and the subsequent distributional learning that takes place has come from findings that word learning impedes phonetic learning, especially when involving minimal pairs (Feldman, Griffiths, Goldwater, & Morgan, 2013; Hayes-Harb & Masuda, 2008). This advantage for distributional learning over minimal pair learning, however, has not been demonstrated with regard to generalizing to untrained, analogous contexts. To investigate the role of the lexicon in L2 phonetic learning, the experiment in this dissertation trained participants on an artificial language with a different VOT category boundary than that of their first language, English. The experiment featured a between-subjects design in which participants were exposed to one of two training conditions. In the explicit, minimal pair-based condition, participants learned fine-grained VOT differences through voiced-voiceless minimal pairs (bilsu/pilsu) that illustrated a VOT category boundary of around 0 ms, providing explicit evidence for the phones’ contrasting phonological statuses. The implicit condition served to determine whether distributional learning could take place without explicit information from minimal pairs. The implicit condition’s lexicon contained no minimal pairs to illustrate a direct meaningful relationship between voiced/voiceless pairs of phones (binsu/pilsu). Lexical learning was measured by accuracy scores from the training phases, which took place across five different days. Participants’ approximation to the new category boundary was measured by a discrimination task. Most of the predictors examined showed similar effects in both groups, but the explicit condition group alone improved in perceiving prevoicing, providing support for the minimal pair (Maye & Gerken, 2000) and noticing (Schmidt, 2012) hypotheses. Both groups successfully generalized to analogous contexts, even outperforming the contexts on which they were trained. This may be attributable to overtraining and novelty effects. The data suggest that, when invoking the lexicon, minimal pairs can help, rather than hinder, L2 phonetic learning

A Sound Approach to Language Matters: In Honor of Ocke-Schwen Bohn

The contributions in this Festschrift were written by Ocke’s current and former PhD-students, colleagues and research collaborators. The Festschrift is divided into six sections, moving from the smallest building blocks of language, through gradually expanding objects of linguistic inquiry to the highest levels of description - all of which have formed a part of Ocke’s career, in connection with his teaching and/or his academic productions: “Segments”, “Perception of Accent”, “Between Sounds and Graphemes”, “Prosody”, “Morphology and Syntax” and “Second Language Acquisition”. Each one of these illustrates a sound approach to language matters