Production and perception of speaker-specific phonetic detail at word boundaries

Experiments show that learning about familiar voices affects speech processing in many tasks. However, most studies focus on isolated phonemes or words and do not explore which phonetic properties are learned about or retained in memory. This work investigated inter-speaker phonetic variation involving word boundaries, and its perceptual consequences. A production experiment found significant variation in the extent to which speakers used a number of acoustic properties to distinguish junctural minimal pairs e.g. 'So he diced them'—'So he'd iced them'. A perception experiment then tested intelligibility in noise of the junctural minimal pairs before and after familiarisation with a particular voice. Subjects who heard the same voice during testing as during the familiarisation period showed significantly more improvement in identification of words and syllable constituents around word boundaries than those who heard different voices. These data support the view that perceptual learning about the particular pronunciations associated with individual speakers helps listeners to identify syllabic structure and the location of word boundaries

Individual variability in the perceptual learning of L2 speech sounds and its cognitive correlates

This study explored which cognitive processes are related to individual variability in the learning of novel phonemic contrasts in a second language. 25 English participants were trained to perceive a Korean stop voicing contrast which is novel for English speakers. They were also presented with a large battery of tests which investigated different aspects of their perceptual and cognitive abilities, as well as pre- and posttraining tests of their ability to discriminate this novel consonant contrast. The battery included: adaptive psychoacoustic tasks to determine frequency limens, a paired-association task looking at the ability to memorise the pairing of two items, a backward digit span task measuring working memory span, a sentence perception in noise task that quantifies the effect of top-down information as well as signal detection ability, a sorting task investigating the attentional filtering of the key acoustic features. The general measures that were the most often correlated with the ability to learn the novel phonetic contrast were measures of attentional switching (i.e. the ability to reallocate attention), the ability to sort stimuli according to a particular dimension, which is also somewhat linked to allocation of attention, frequency acuity and the ability to associate two unrelated events

Context effects on second-language learning of tonal contrasts.

Studies of lexical tone  learning generally focus on monosyllabic contexts, while reports of phonetic learning benefits associated with input variability are based largely on experienced learners. This study trained inexperienced learners on Mandarin tonal contrasts to test two hypotheses regarding the influence of context and variability on tone  learning. The first hypothesis was that increased phonetic variability of tones in disyllabic contexts makes initial tone  learning more challenging in disyllabic than monosyllabic words. The second hypothesis was that the learnability of a given tone varies across contexts due to differences in tonal variability. Results of a word learning experiment supported both hypotheses: tones were acquired less successfully in disyllables than in monosyllables, and the relative difficulty of disyllables was closely related to contextual tonal variability. These results indicate limited relevance of monosyllable-based data on Mandarin learning for the disyllabic majority of the Mandarin lexicon. Furthermore, in the short term, variability can diminish learning; its effects are not necessarily beneficial but dependent on acquisition stage and other learner characteristics. These findings thus highlight the importance of considering contextual variability and the interaction between variability and type of learner in the design, interpretation, and application of research on phonetic learning

Acquiring a new second language contrast: an analysis of the English laryngeal system of native speakers of Dutch

This study examines the acquisition of the English laryngeal system by native speakers of (Belgian) Dutch. Both languages have a two-way laryngeal system, but while Dutch contrasts prevoiced with short-lag stops, English has a contrast between short-lag and long-lag stops. The primary aim of the article is to test two hypotheses on the acquisition process based on first language acquisition research: (1) native speakers of a voicing language will succeed in producing short-lag stops in the target aspirating language, since short-lag stops occur early in first language acquisition and can be considered unmarked and since one member of the contrast is formed by short-lag stops in both voicing and aspirating languages, and (2) native speakers of a voicing language will succeed in acquiring long-lag stops in the target language, because aspiration is an acoustically salient realization. The analysis is based on an examination of natural speech data (conversations between dyads of informants), combined with the results of a controlled reading task. Both types of data were gathered in Dutch as well as in Eng(Dutch) (i.e. the English speech of native speakers of Dutch). The analysis revealed an interesting pattern: while the first language (L1) Dutch speakers were successful in acquiring long-lag aspirated stops (confirming hypothesis 2), they did not acquire English short-lag stops (rejecting hypothesis 1). Instead of the target short-lag stops, the L1 Dutch speakers produced prevoiced stops and frequently transferred regressive voice assimilation with voiced stops as triggers from Dutch into English. Various explanations for this pattern in terms of acoustic salience, perceptual cues and training will be considered

Epenthetic vowels in Japanese: A perceptual illusion?

In four cross-linguistic experiments comparing French and Japanese hearers, we found that the phonotactic properties of Japanese (very reduced set of syllable types) induce Japanese listeners to perceive ``illusory'' vowels inside consonant clusters in VCCV stimuli. In Experiments 1 and 2, we used a continuum of stimuli ranging from no vowel (e.g. ebzo) to a full vowel between the consonants (e.g. ebuzo). Japanese, but not French participants, reported the presence of a vowel [u] between consonants, even in stimuli with no vowel. A speeded ABX discrimination paradigm was used in Experiments 3 and 4, and revealed that Japanese participants had trouble discriminating between VCCV and VCuCV stimuli. French participants, in contrast had problems discriminating items that differ in vowel length (ebuzo vs. ebuuzo), a distinctive contrast in Japanese but not in French. We conclude that models of speech perception have to be revised to account for phonotactically-based assimilations

Stop Release in Polish English — Implications for Prosodic Constituency

Although there is little consensus on the relevance of non-contrastive allophonic processes in L2 speech acquisition, EFL pronunciation textbooks cover the suppression of stop release in coda position. The tendency for held stops in English is in stark opposition to a number of other languages, including Polish, in which plosive release is obligatory. This paper presents phonetic data on the acquisition of English unreleased stops by Polish learners. Results show that in addition to showing a tendency for the target language pattern of unreleased plosives, advanced learners may acquire more native-like VC formant transitions. From the functional perspective, languages with unreleased stops may be expected to have robust formant patterns on the final portion of the preceding vowel, which allow listeners to identify the final consonant when it lacks an audible release burst (see e.g. Wright 2004). From the perspective of syllabic positions, it may be said that ‘coda’ stops are obligatorily released in Polish, yet may be unreleased in English. Thus, the traditional term ‘coda’ is insufficient to describe the prosodic properties of post-vocalic stops in Polish and English. These differences may be captured in the Onset Prominence framework (Schwartz 2013). In languages with unreleased stops, the mechanism of submersion places post-vocalic stops at the bottom of the representational hierarchy where they may be subject to weakening. Submersion produces larger prosodic constituents and thus has phonological consequences beyond ‘coda’ behavior

Cross-linguistic study of vocal pathology: perceptual features of spasmodic dysphonia in French-speaking subjects

Clinical characterisation of Spasmodic Dysphonia of the adductor type (SD) in French speakers by Klap and colleagues (1993) appears to differ from that of SD in English. This perceptual analysis aims to describe the phonetic features of French SD. A video of 6 French speakers with SD supplied by Klap and colleagues was analysed for frequency of phonatory breaks, pitch breaks, harshness, creak, breathiness and falsetto voice, rate of production, and quantity of speech output. In contrast to English SD, the French speaking SD patients demonstrated no evidence pitch breaks, but phonatory breaks, harshness and breathiness were prominent features. This verifies the French authors’ (1993) clinical description. These findings suggest that phonetic properties of a specific language may affect the manifestation of pathology in neurogenic voice disorders