The Role of Temporal Acoustic Exaggeration in High Variability Phonetic Training: A Behavioral and ERP Study

High variability phonetic training (HVPT) has been found to be effective in helping adult learners acquire non-native phonetic contrasts. The present study investigated the role of temporal acoustic exaggeration by comparing the canonical HVPT paradigm without involving acoustic exaggeration with a modified adaptive HVPT paradigm that integrated key temporal exaggerations in infant-directed speech (IDS). Sixty native Chinese adults participated in the training of the English /i/ and /i/ vowel contrast and were randomly assigned to three subject groups. Twenty were trained with the typical HVPT paradigm (the HVPT group), twenty were trained under the modified adaptive approach with acoustic exaggeration (the HVPT-E group), and twenty were in the control group. Behavioral tasks for the pre- and post- tests used natural word identification, synthetic stimuli identification, and synthetic stimuli discrimination. Mismatch negativity (MMN) responses from the HVPT-E group were also obtained to assess the training effects in within- and across- category discrimination without requiring focused attention. Like previous studies, significant generalization effects to new talkers were found in both the HVPT group and the HVPT-E group. The HVPT-E group, by contrast, showed greater improvement as reflected in larger progress in natural word identification performance. Furthermore, the HVPT-E group exhibited more native-like categorical perception based on spectral cues after training, together with corresponding training-induced changes in the MMN responses to within- and across- category differences. These data provide the initial evidence supporting the important role of temporal acoustic exaggeration with adaptive training in facilitating phonetic learning and promoting brain plasticity at the perceptual and pre-attentive neural levels

Developing oral proficiency through poem recitation in elementary English as a second language

This project addresses the need for a performance-based language-development curriculum to serve the growing number of non-English-speaker immigrants in California\u27s public schools

Backward transfer of Glaswegian English on Indian English and Hindi: a case of simultaneous bilingual and bidialectal contact and interaction in Indian immigrants in Glasgow

In the wider context of Second Language Acquisition, much evidence has been found for phonological backward transfer across languages, but there are still various facets of it that remain unknown. This thesis investigates three such aspects: (1) the role of systemic similarity between linguistic varieties in affecting backward transfer, (2) differences between backward transfer across languages and backward transfer across dialects, and (3) the role of multiple sociolinguistic and psycholinguistic factors in affecting backward transfer. To this end, this study examined the first-generation bilingual adult Indian immigrant community in Glasgow ‘Glaswasians’ (n = 38), who were bilingual in Hindi and Indian English prior to arriving in Glasgow and are now in contact with the dominant host variety in Glasgow, Glaswegian English. In addition to Glaswasians, two control groups were recruited: ‘Glaswegians’ (n = 34), native speakers of Glaswegian English who reside in Glasgow, and ‘Indians’, (n = 31), native speakers of Indian English and Hindi, who reside in India and have never been in contact with Glaswegian English. To investigate the first aspect, an XAB similarity judgement task was carried out to determine if in addition to typological similarity, Indian English is also perceptually more similar to Glaswegian English as compared to Hindi, and therefore more vulnerable to transfer from Glaswegian English. The two control groups participated in this task and the results did not indicate a pattern of consistent similarity between Indian English and Glaswegian English phones, as compared to Hindi phones. To examine phonological backward transfer across languages versus dialects, the three speaker groups participated in a speech production task. Multiple phone categories were examined for various phonetic cues: (1) /l/ for F2-F1 difference, (2) GOOSE vowel for F1, F2, F3, (3) /t/ for Voice Onset Time (VOT), (4) Voiced stops /b d g/ for VOT, Voicing During Closure (VCD) and Relative Burst Intensity (RBI). The results, which were mixed, were interpreted with respect to Flege’s Speech Learning Model (1995b; Flege & Bohn, 2021) and its predictions of assimilation and dissimilation. Out of the three occasions of differences in the amount of transfer exhibited by Hindi and English, English underwent quantitatively more assimilation than Hindi on two occasions (VOT in /t/ and /d/), whereas Hindi underwent quantitatively more dissimilation than English on one occasion (F2-F1 difference in /l/). Finally, to examine the role of sociolinguistic and psycholinguistic factors in affecting backward transfer, data was collected from Glaswasians. A questionnaire task was used to collect data on gender, age of entry and length of residence in Glasgow, language proficiency and dominance, contact and identity, perceived discrimination. Multiple psychometric tasks were used to collect data on language switching ability and inhibitory skills. The results indicated that most of these factors influenced backward transfer and had a general effect across phones and corresponding features. For instance, higher Age of Entry and Length of Residence in Glasgow, Indian Identity, Indian Contact and higher inhibition were generally associated with more native-like or exaggeratedly native like shifts, whereas higher Glaswegian Contact and Glaswegian Identity were related to shifts towards Glaswegian English. There were, however, exceptions to the general effects of these predictors, such as for the phone categories /t/ and /g/. This finding is discussed in relation to the salience of these categories in the respective native and host linguistic varieties. The results of this study are discussed with reference to patterns of transfer and influence of factors found in previous research. Additionally, their implications about the nature of the adult bilingual-bidialectal system, its flexibility and the apparent lack of strong correspondence between perceptual similarity and backward transfer effects, are discussed. These findings also contribute to the knowledge on transfer effects across languages versus dialects and add to what was previously known about Indian English, Hindi and Glaswegian English. A model of backward transfer, the ‘Proximity Modulated Transfer Hypothesis’, is proposed to understand the manner of interaction between Glaswegian English and Hindi and Indian English in this situation of simultaneous bilingual and bidialectal interaction in relation to backward effects discovered across the various phones and corresponding features

Auditory perceptual learning in musicians and non-musicians : Event-related potential studies on rapid plasticity

Music training shapes functional and structural constructs in the brain particularly in the areas related to sound processing. The enhanced brain responses to sounds in musicians when compared to non-musicians might be explained by the intensive auditory perceptual learning that occurs during music training. Yet the relationship between musical expertise and rapid plastic changes in brain potentials during auditory perceptual learning has not been systematically studied. This was the topic of the current thesis, in conditions where participants either actively attended to the sounds or did not. The electroencephalography (EEG) and behavioral sound discrimination task results showed that the perceptual learning of complex sound patterns required active attention to the sounds even from musicians, and that the different practice styles of musicians modulated the perceptual learning of sound features. When using simple sounds, musical expertise was found to enhance the rapid plastic changes (i.e., neural learning) even when attention was directed away from listening. The rapid plasticity in musicians was found particularly in temporal lobe areas which have specialized in processing sounds. However, right frontal lobe activation, which is related to involuntary attention shifts to sound changes, did not differ between musicians and non-musicians. Behavioral discrimination accuracy for sounds was found to be at the maximum level initially in musicians, while non-musicians improved their accuracy in discerning behavioral discrimination between active conditions. Yet, the performances in standardized attention and memory tests did not differ between musicians and non-musicians. Taken together, musical expertise seems to enhance the preattentive brain responses during auditory perceptual learning.Muusikoiden aivotutkimus on osoittanut useita pitkäkestoiseen musiikin harjoitteluun ja musiikille altistumiseen liittyviä aivojen rakenteellisia ja toiminnallisia muutoksia. Aiemmat tutkimukset ovat keskittyneet pitkälti selvittämään pitkäkestoisen harjoittelun seurauksia aivoissa kun taas muusikoiden kykyä oppia lyhyen ajan sisällä ei ole juurikaan tutkittu. Tässä väitöskirjassa tutkitiiin äänten erottelun oppimista rekisteröimällä sähköisten aivovasteiden (EEG) muutoksia muusikoilla ja ei-muusikoilla. Tutkimuksessa kävi ilmi, ettei muusikoiden tarvitse keskittyä äänten kuunteluun oppiakseen erottelemaan niitä. Muusikoiden ja ei-muusikoiden aivovasteiden muuttumista havainto-oppimisen aikana tutkittiin esittämällä heille samana pysyviä ääniä, joiden seassa oli satunnaisesti poikkeavia ääniä. Osassa tilanteista osallistujat keskittyivät poikkeavien äänten erotteluun ja osassa heidän tarkkaavaisuutensa oli suunnattu muuhun tehtävään kuin äänten kuunteluun. Jo 15 30 minuutin sisällä alkoi muusikoiden aivokuorella vasteet äänille laskea vaikka he eivät keskittyneetkään kuuntelemiseen. Aktivaatio laski erityisesti kuulonkäsittelyyn erikoistuneilla ohimolohkon alueilla. Aktivaation pieneneminen aivokuorella liittyy yhteen havainto-oppimisen mekanismeista, eli hermostolliseen tottumiseen, jonka seurauksena hermostollista kapasiteettia ei tarvita yhtä paljon kuin täysin uutta opittaessa. Muusikoiden aivokuorella tapahtui siis nopeampaa tottumista ääniin kuin ei-muusikoilla. Kun tehtävänä oli keskittyä erottelemaan poikkeavia ääniä, muusikoiden tehtäväsuoriutuminen oli alun alkaen parempi kuin ei-muusikoilla ja vain ei-muusikoilla erottelu parani. Ei-muusikoillakin siis tapahtuu äänten erottelun oppimista yhden mittauksen aikana mutta se voi vaatia ääniin keskittymistä. Normitetuissa tarkkaavaisuus- ja muistitesteissä muusikot eivät eronneet ei-muusikoista. Muusikoiden kyky oppia erottelemaan ääniä nopeasti ilman keskittymistä liittyneekin erityisesti esitietoiseen äänten käsittelyyn aivoissa

A critical analysis of French as taught to beginners in British schools.

In the main, the aims of the thesis consist in: outlining the development of the teaching of French whose methodology "is more extensive than that of almost all other subjects" examining the factors which contributes to the learning of French; demonstrating that the body of facts now available is sufficiently advanced to effect significant improvements with regard to both course design and methodology; drafting a rationale for the teaching of French by bringing the literature heretofore scattered is scholarly treatises into relevant contact with much of the important work which has appeared in article form in journals. There is a consensus of opinion that the rapid development of techniques and attitudes in Modern Language teaching demands a constant reappraisal. Professor Carroll has expressed the view that what is required "is a profound rethinking of current theories of foreign language teaching in the light of contemporary advances in psychological and psycholinguistic theory".2 The search for a much needed theoretical framework has brought out results which have accelerated the retreat from skinner's operant conditioning, whose "stimulus response reinforcement theory is woven into second language teaching everywhere". As a result the Plowden Committee made the plea that "any school embarking on French ought to scrutinize critically the course that it proposes to use". Besides, the aristocracy of theorists is now showing more concern with the learning process than with teaching techniques and teaching aids. Indeed, Professor Fries once decried that, "in spite of the fact that there has been more than a hundred years of vigorous linguistic investigation is accord with sound scientific methods, very little results of this investigation has actually got into the schools to affect the materials and methods of teaching". The study has entailed extensive reading of a multidisciplinary nature. The relevant literature is scattered in diverse professional journals, scholarly treatises, and official documents largely, but not exclusively, published in English. Part I consists of an overview of the sudio-lingual habit theory, which centres on the acquisition of mechanistic causal paradigms. We therefore probe the audio-visual method which, fundamentally, appears to be restricted to the teaching of form in language learning (chapter 1) and to impose a heavy burden onto the pupils in their attitudes towards their cognitive and emotional readjustments (chapter 2). In Part II, we undertake a searching investigation of both psychological theories and Applied Linguistics, with regard to their influence, or the lack of it, on the methodology of Modern Language teaching in general, and the contrasting teaching methods as practiced at the various stages of Modern language teaching is particular. Considering that, is Modern Language teaching, the problems are the most complex of all it is therefore appropriate to deal with several of the methodological issues which must be resolved. (Abstract shortened by ProQuest.)

Exploring teachers' views about native language instruction and education in Taiwanese elementary schools

This study explores teachers' views and experiences with native language education and instruction in Taiwan. These teachers are involved in Taiwan's current native language program and also experienced the Mandarin Movement which started several decades ago. Children were usually not allowed to extensively speak their indigenous languages at school throughout that period. Data for this qualitative study was collected from multiple, in-depth, semi-structured and unstructured interviews with 10 Hakka teachers involved in Hakka language instruction in elementary schools in Taiwan. The research findings indicate that teachers need to put great emphasis on motivating students to learn their mother tongue, that the native language program reinforces the value of Hakka culture and Hakka identity, and that parents and schools also play influential roles in maintaining and revitalizing Taiwan's native languages. In addition, this research shows that the Mandarin Movement demonstrated the elementary school's important role in the cultivation of students' language use habits and perceptions toward the various Taiwanese languages. The study also presents suggestions for continuing to implement successful native language learning for elementary school students in Taiwan.Curriculum and Instructio

Insiders\u27 Guide to the Student Academic Conference: 11th Annual SAC

Minnesota State University Moorhead Student Academic Conference abstract book