Pitch ability as an aptitude for tone learning

Tone languages such as Mandarin use voice pitch to signal lexical contrasts, presenting a challenge for second/foreign language (L2) learners whose native languages do not use pitch in this manner. The present study examined components of an aptitude for mastering L2 lexical tone. Native English speakers with no previous tone language experience completed a Mandarin word learning task, as well as tests of pitch ability, musicality, L2 aptitude, and general cognitive ability. Pitch ability measures improved predictions of learning performance beyond musicality, L2 aptitude, and general cognitive ability and also predicted transfer of learning to new talkers. In sum, although certain nontonal measures help predict successful tone learning, the central components of tonal aptitude are pitch-specific perceptual measures

Musical Intelligence and Foreign Language Learning

The article discusses the potential advantage that musically gifted FL learners have in developing the speaking skill, especially in acquiring some prosodic features. Empirical findings are provided to support the assumption

Individual differences in the discrimination of novel speech sounds: effects of sex, temporal processing, musical and cognitive abilities

This study examined whether rapid temporal auditory processing, verbal working memory capacity, non-verbal intelligence, executive functioning, musical ability and prior foreign language experience predicted how well native English speakers (N = 120) discriminated Norwegian tonal and vowel contrasts as well as a non-speech analogue of the tonal contrast and a native vowel contrast presented over noise. Results confirmed a male advantage for temporal and tonal processing, and also revealed that temporal processing was associated with both non-verbal intelligence and speech processing. In contrast, effects of musical ability on non-native speech-sound processing and of inhibitory control on vowel discrimination were not mediated by temporal processing. These results suggest that individual differences in non-native speech-sound processing are to some extent determined by temporal auditory processing ability, in which males perform better, but are also determined by a host of other abilities that are deployed flexibly depending on the characteristics of the target sounds

Musical Hearing and Musical Experience in Second Language English Vowel Acquisition

Purpose: Former studies suggested that music perception can help produce certain accentual features in the first and second language (L2), such as intonational contours. What was missing in many of these studies was the identification of the exact relationship between specific music perception skills and the production of different accentual features in a foreign language. Our aim was to verify whether empirically tested musical hearing skills can be related to the acquisition of English vowels by learners of English as an L2 before and after a formal accent training course. Method: Fifty adult Polish speakers of L2 English were tested before and after a two-semester accent training in order to observe the effect of musical hearing on the acquisition of English vowels. Their L2 English vowel formant contours produced in consonant–vowel–consonant context were compared with the target General British vowels produced by their pronunciation teachers. We juxtaposed these results with their musical hearing test scores and self-reported musical experience to observe a possible relationship between successful L2 vowel acquisition and musical aptitude. Results: Preexisting rhythmic memory was reported as a significant predictor before training, while musical experience was reported as a significant factor in the production of more native-like L2 vowels after training. We also observed that not all vowels were equally acquired or affected by musical hearing or musical experience. The strongest estimate we observed was the closeness to model before training, suggesting that learners who already managed to acquire some features of a native-like accent were also more successful after training. Conclusions: Our results are revealing in two aspects. First, the learners' former proficiency in L2 pronunciation is the most robust predictor in acquiring a native-like accent. Second, there is a potential relationship between rhythmic memory and L2 vowel acquisition before training, as well as years of musical experience after training, suggesting that specific musical skills and music practice can be an asset in learning a foreign language accent.This research was supported by the National Science Centre in Poland, Grant 2014/15/N/HS2/03865.64516661682Journal of Speech Language and Hearing Researc

The Relationship between Musical Ability and the Perception and Production of L2 Prosodic Features

Studies in L2 acquisition have indicated that musically trained individuals are apt to demonstrate better L2 pronunciation skills. As for music, it was recently clarified that some amusiacs demonstrate selective impairment in L1 prosody discrimination. The purpose of this study was to investigate a relationship between amusical L2 learners and their perception and production of L2 prosody. To investigate this, 24 native-Japanese learners of English either in EFL (n=22) or ESL context (n=2) were examined in terms of their musical ability and L2 intonation perception and production. The musical test indicated that there was one amusiac and 10 low-level musical sufferers in the EFL group. Based on a contrastive analysis between amusical and non-amusical participants, as well as between participant groups with and without musical difficulty, it was found that any level of musical difficulty was correlated with lower auditory processing ability in L2 intonation for these English-language learners. However, the contrastive analysis pertaining to the productive skill indicated that musical difficulty was not associated with their production of accurate L2 intonation patterns. According to these findings, the present study concluded that musical difficulty is only related to these learners\u27 L2 intonation processing. Conversely, the present research found that the ESL learners\u27 learning context appeared to be less associated with their aural performance than with their intonation production. In addition, it was found that the level of previous musical training was related to both better L2 intonation perception and production

The Relationship between Musical Ability and the Perception and Production of L2 Prosodic Features

Studies in L2 acquisition have indicated that musically trained individuals are apt to demonstrate better L2 pronunciation skills. As for music, it was recently clarified that some amusiacs demonstrate selective impairment in L1 prosody discrimination. The purpose of this study was to investigate a relationship between amusical L2 learners and their perception and production of L2 prosody. To investigate this, 24 native-Japanese learners of English either in EFL (n=22) or ESL context (n=2) were examined in terms of their musical ability and L2 intonation perception and production. The musical test indicated that there was one amusiac and 10 low-level musical sufferers in the EFL group. Based on a contrastive analysis between amusical and non-amusical participants, as well as between participant groups with and without musical difficulty, it was found that any level of musical difficulty was correlated with lower auditory processing ability in L2 intonation for these English-language learners. However, the contrastive analysis pertaining to the productive skill indicated that musical difficulty was not associated with their production of accurate L2 intonation patterns. According to these findings, the present study concluded that musical difficulty is only related to these learners\u27 L2 intonation processing. Conversely, the present research found that the ESL learners\u27 learning context appeared to be less associated with their aural performance than with their intonation production. In addition, it was found that the level of previous musical training was related to both better L2 intonation perception and production

Language and Speech Rhythmic Abilities Correlate with L2 Prosody Imitation Abilities in Typologically Different Languages

International audienceWhile many studies have demonstrated the relationship between musical rhythm and speech prosody, this has been rarely addressed in the context of second language (L2) acquisition. Here, we investigated whether musical rhythmic skills and the production of L2 speech prosody are predictive of one another. We tested both musical and linguistic rhythmic competences of 23 native French speakers of L2 English. Participants completed perception and production music and language tests. In the prosody production test, sentences containing trisyllabic words with either a prominence on the first or on the second syllable were heard and had to be reproduced. Participants were less accurate in reproducing penultimate accent placement. Moreover, the accuracy in reproducing phonologically disfavored stress patterns was best predicted by rhythm production abilities. Our results show, for the first time, that better reproduction of musical rhythmic sequences is predictive of a more successful realization of unfamiliar L2 prosody, specifically in terms of stress-accent placement

Disentangling accent from comprehensibility

The goal of this study was to determine which linguistic aspects of second language speech are related to accent and which to comprehensibility. To address this goal, 19 different speech measures in the oral productions of 40 native French speakers of English were examined in relation to accent and comprehensibility, as rated by 60 novice raters and three experienced teachers. Results showed that both constructs were associated with many speech measures, but that accent was uniquely related to aspects of phonology, including rhythm and segmental and syllable structure accuracy, while comprehensibility was chiefly linked to grammatical accuracy and lexical richness

Spring School on Language, Music, and Cognition: Organizing Events in Time

The interdisciplinary spring school “Language, music, and cognition: Organizing events in time” was held from February 26 to March 2, 2018 at the Institute of Musicology of the University of Cologne. Language, speech, and music as events in time were explored from different perspectives including evolutionary biology, social cognition, developmental psychology, cognitive neuroscience of speech, language, and communication, as well as computational and biological approaches to language and music. There were 10 lectures, 4 workshops, and 1 student poster session. Overall, the spring school investigated language and music as neurocognitive systems and focused on a mechanistic approach exploring the neural substrates underlying musical, linguistic, social, and emotional processes and behaviors. In particular, researchers approached questions concerning cognitive processes, computational procedures, and neural mechanisms underlying the temporal organization of language and music, mainly from two perspectives: one was concerned with syntax or structural representations of language and music as neurocognitive systems (i.e., an intrapersonal perspective), while the other emphasized social interaction and emotions in their communicative function (i.e., an interpersonal perspective). The spring school not only acted as a platform for knowledge transfer and exchange but also generated a number of important research questions as challenges for future investigations

The relation between musical ability and sentence-level intonation perception:A meta-analysis comparing L1 and non-native listening

Studies investigating the relationship between musical abilities and speech prosody report that musicians show an altered—often enhanced—perception of prosody, or report positive correlations between music perception and prosody perception. However, some studies on L1 perception find no such benefits, but show good prosody perception across listeners. In contrast, even advanced L2 users may show difficulties in processing sentence intonation. We hypothesised that musicality might especially be beneficial in challenging circumstances of non-native intonation perception. To test this, we conducted a meta-analysis of previous research investigating the effect of musical abilities on the perception of sentence-level intonation in L1, L2, and unfamiliar languages. Studies were systematically collected, and included various measures of musicality and intonation perception. The meta-analysis combining these outcomes showed a robust positive correlation between musical ability and intonation perception. This effect did not differ between studies on L1 and unfamiliar languages. We suggest intonation perception in unfamiliar languages might be relatively easy due to the absence of semantic interference. Data on L2 users was lacking. Because semantic processing plays a role in L2 perception, we suggest further research is needed to investigate the influence of musical ability on intonation perception in L2 listening