L1 Influences on Bulgarian-Accented German : Prosodic Units and Prenuclear Pitch Accents

This study investigates the L1 influence on the use of accentual patterns, choice of prenuclear pitch accent types and their realization on L2 prosody. We use Mennen’s LILt model as a framework for our analysis. We recorded ten Bulgarian female speakers of German and ten female native German speakers who read Aesop’s fable The North Wind and the Sun. We found that the tendency for the Bulgarian native speakers to use more pitch accents than German native speakers is transferred to the L2 German of the Bulgarian learners. L*+H was the most frequent prenuclear pitch accent used by all groups. We also found that the Bulgarian learners stressed more function words and tolerated more stress clashes than the native German speakers. When speaking German, under the influence of the statistical regularities that relate to prosodic word patterns in their mother tongue, Bulgarian learners phrased their L2 speech into a higher number of shorter prosodic words, and therefore realized more pitch accents and aligned the high tonal target earlier than the native speakers. Concerning the variable alignment of the high target, we propose the prosodic word or the two-syllable window as the tentative candidate for an anchorage region. Our findings can be explained with respect to age of learning, as proposed by LILt’s general theoretical assumptions

The effects of English proficiency on the processing of Bulgarian-accented English by Bulgarian-English bilinguals

This dissertation explores the potential benefit of listening to and with one’s first-language accent, as suggested by the Interspeech Intelligibility Benefit Hypothesis (ISIB). Previous studies have not consistently supported this hypothesis. According to major second language learning theories, the listener’s second language proficiency determines the extent to which the listener relies on their first language phonetics. Hence, this thesis provides a novel approach by focusing on the role of English proficiency in the understanding of Bulgarian-accented English for Bulgarian-English bilinguals. The first experiment investigated whether evoking the listeners’ L1 Bulgarian phonetics would improve the speed of processing Bulgarian-accented English words, compared to Standard British English words, and vice versa. Listeners with lower English proficiency processed Bulgarian-accented English faster than SBE, while high proficiency listeners tended to have an advantage with SBE over Bulgarian accent. The second experiment measured the accuracy and reaction times (RT) in a lexical decision task with single-word stimuli produced by two L1 English speakers and two Bulgarian-English bilinguals. Listeners with high proficiency in English responded slower and less accurately to Bulgarian-accented speech compared to L1 English speech and compared to lower proficiency listeners. These accent preferences were also supported by the listener’s RT adaptation across the first experimental block. A follow-up investigation compared the results of L1 UK English listeners to the bilingual listeners with the highest proficiency in English. The L1 English listeners and the bilinguals processed both accents with similar speed, accuracy and adaptation patterns, showing no advantage or disadvantage for the bilinguals. These studies support existing models of second language phonetics. Higher proficiency in L2 is associated with lesser reliance on L1 phonetics during speech processing. In addition, the listeners with the highest English proficiency had no advantage when understanding Bulgarian-accented English compared to L1 English listeners, contrary to ISIB. Keywords: Bulgarian-English bilinguals, bilingual speech processing, L2 phonetic development, lexical decision, proficienc

A REVIEW OF CONTRASTIVE ANALYSIS HYPOTHESIS WITH A PHONOLOGICAL AND SYNTACTICAL VIEW: A CROSS-LINGUISTIC STUDY

Although contrastive analysis has often been questioned for its inadequacy to predict the transfer errors that learners will make in actual learning contexts it cannot be easily denied that “such interference does exist and can explain difficulties” (Brown, 1994, p. 200), especially in the phonological aspects of second/foreign language learning. In this line, the present research is trying to shed light on the concept of contrastive analysis hypothesis by focusing on the background and origins of the concept, then the procedures and its different versions. Also, the current study will discuss the differences and similarities exist in the phonology and syntax of two languages, namely Persian and English in order to be able to find the areas of possible difficulty for L2 learners of English

Towards intelligibility: Designing short pronunciation courses for advanced field experts

International audienceEnglish teachers are frequently asked to help colleagues prepare presentations for international conferences. Sometimes this assistance takes the form of a language course or tutorials focusing on the spoken language. Contact time is short but the participants are highly motivated; therefore, which features of the spoken language should the teacher focus on? What type of pronunciation work will provide the greatest payoff in terms of successfully being understood when speaking English to an international audience? Given the current debate on norms, varieties and intelligibility - spurred on by the work of Jenkins (2000, 2002, 2007) and other proponents of English as a Lingua Franca - how can teachers ground their course design in research? This paper addresses a variety of issues concerning the design of pronunciation courses which focus on maximum intelligibility for both native and non-native speakers. Reference is made to an exploratory study of a particular course for researchers in applied linguistics, in order to illustrate some of the issues. Directions for further research are described

Negative vaccine voices in Swedish social media

Vaccinations are one of the most significant interventions to public health, but vaccine hesitancy creates concerns for a portion of the population in many countries, including Sweden. Since discussions on vaccine hesitancy are often taken on social networking sites, data from Swedish social media are used to study and quantify the sentiment among the discussants on the vaccination-or-not topic during phases of the COVID-19 pandemic. Out of all the posts analyzed a majority showed a stronger negative sentiment, prevailing throughout the whole of the examined period, with some spikes or jumps due to the occurrence of certain vaccine-related events distinguishable in the results. Sentiment analysis can be a valuable tool to track public opinions regarding the use, efficacy, safety, and importance of vaccination

ERP evidence for Slavic and German word stress cue sensitivity in English

Word stress is demanding for non-native learners of English, partly because speakers from different backgrounds weight perceptual cues to stress like pitch, intensity, and duration differently. Slavic learners of English and particularly those with a fixed stress language background like Czech and Polish have been shown to be less sensitive to stress in their native and non-native languages. In contrast, German English learners are rarely discussed in a word stress context. A comparison of these varieties can reveal differences in the foreign language processing of speakers from two language families. We use electroencephalography (EEG) to explore group differences in word stress cue perception between Slavic and German learners of English. Slavic and German advanced English speakers were examined in passive multi-feature oddball experiments, where they were exposed to the word impact as an unstressed standard and as deviants stressed on the first or second syllable through higher pitch, intensity, or duration. The results revealed a robust Mismatch Negativity (MMN) component of the event-related potential (ERP) in both language groups in response to all conditions, demonstrating sensitivity to stress changes in a non-native language. While both groups showed higher MMN responses to stress changes to the second than the first syllable, this effect was more pronounced for German than for Slavic participants. Such group differences in non-native English word stress perception from the current and previous studies are argued to speak in favor of customizable language technologies and diversified English curricula compensating for non-native perceptual variation

Teaching American English Pronunciation in a Spanish Speaking Context: A Guide for EFL Teachers in Chile

This field project addresses the lack of education surrounding pronunciation teaching, and it specifically responds to the opportunities available within English as a Foreign Language settings. This project is especially relevant to English language teachers who would like to study pronunciation teaching and its history. The objective of this research is to inform educators of the validity of teaching pronunciation and to teach educators effective strategies that can be used. Theories of Contrastive Analysis and Error Analysis form the foundation of this project, as well as theories of Interlanguage and Markedness. The literature review includes extensive research into the subject matter of pronunciation teaching and Contrastive Analysis. The project is a video-lecture series to support the pronunciation instruction for native Spanish speakers. The Contrastive Analysis is between English and Spanish, and the video-lecture series was made for a specifically Chilean audience

Information density and phonetic structure: Explaining segmental variability

There is growing evidence that information-theoretic principles influence linguistic structures. Regarding speech several studies have found that phonetic structures lengthen in duration and strengthen in their spectral features when they are difficult to predict from their context, whereas easily predictable phonetic structures are shortened and reduced spectrally. Most of this evidence comes from studies on American English, only some studies have shown similar tendencies in Dutch, Finnish, or Russian. In this context, the Smooth Signal Redundancy hypothesis (Aylett and Turk 2004, Aylett and Turk 2006) emerged claiming that the effect of information-theoretic factors on the segmental structure is moderated through the prosodic structure. In this thesis, we investigate the impact and interaction of information density and prosodic structure on segmental variability in production analyses, mainly based on German read speech, and also listeners' perception of differences in phonetic detail caused by predictability effects. Information density (ID) is defined as contextual predictability or surprisal (S(unit_i) = -log2 P(unit_i|context)) and estimated from language models based on large text corpora. In addition to surprisal, we include word frequency, and prosodic factors, such as primary lexical stress, prosodic boundary, and articulation rate, as predictors of segmental variability in our statistical analysis. As acoustic-phonetic measures, we investigate segment duration and deletion, voice onset time (VOT), vowel dispersion, global spectral characteristics of vowels, dynamic formant measures and voice quality metrics. Vowel dispersion is analyzed in the context of German learners' speech and in a cross-linguistic study. As results, we replicate previous findings of reduced segment duration (and VOT), higher likelihood to delete, and less vowel dispersion for easily predictable segments. Easily predictable German vowels have less formant change in their vowel section length (VSL), F1 slope and velocity, are less curved in their F2, and show increased breathiness values in cepstral peak prominence (smoothed) than vowels that are difficult to predict from their context. Results for word frequency show similar tendencies: German segments in high-frequency words are shorter, more likely to delete, less dispersed, and show less magnitude in formant change, less F2 curvature, as well as less harmonic richness in open quotient smoothed than German segments in low-frequency words. These effects are found even though we control for the expected and much more effective effects of stress, boundary, and speech rate. In the cross-linguistic analysis of vowel dispersion, the effect of ID is robust across almost all of the six languages and the three intended speech rates. Surprisal does not affect vowel dispersion of non-native German speakers. Surprisal and prosodic factors interact in explaining segmental variability. Especially, stress and surprisal complement each other in their positive effect on segment duration, vowel dispersion and magnitude in formant change. Regarding perception we observe that listeners are sensitive to differences in phonetic detail stemming from high and low surprisal contexts for the same lexical target.Informationstheoretische Faktoren beeinflussen die Variabilität gesprochener Sprache. Phonetische Strukturen sind länger und zeigen erhöhte spektrale Distinktivität, wenn sie aufgrund ihres Kontextes leicht vorhersagbar sind als Strukturen, die schwer vorhersagbar sind. Die meisten Studien beruhen auf Daten aus dem amerikanischen Englisch. Nur wenige betonen die Notwendigkeit für mehr sprachliche Diversität. Als Resultat dieser Erkenntnisse haben Aylett und Turk (2004, 2006) die Smooth Signal Redundancy Hypothese aufgestellt, die besagt, dass der Effekt von Vorhersagbarkeit auf phonetische Strukturen nicht direkt, sondern nur die prosodische Struktur umgesetzt wird. In dieser Arbeit werden der Einfluss und die Interaktion von Informationsdichte und prosodischen Strukturen auf segmentelle Variabilität im Deutschen sowie die Wahrnehmungsfähigkeit von Unterschieden im phonetischen Detail aufgrund ihrer Vorhersagbarkeit untersucht. Informationsdichte (ID) wird definiert als kontextuelle Vorhersagbarkeit oder Surprisal (S(unit_i) = -log2 P(unit_i|context)). Zusätzlich zu Surprisal verwenden wir auch Wortfrequenz und prosodische Faktoren, wie primäre Wortbetonung, prosodische Grenze und Sprechgeschwindigkeit als Variablen in der statistischen Analyse. Akustisch-phonetische Maße sind Segmentlänge und -löschung, voice onset time (VOT), Vokaldispersion, globale und dynamische vokalische Eigenschaften und Stimmqualität. Vokaldispersion wird nicht nur im Deutschen, sondern auch in einer sprachübergreifenden Analyse und im Kontext von L2 untersucht. Wir können vorherige Ergebnisse, die auf dem Amerikanischen beruhten, für das Deutsche replizieren. Reduzierte Segmentlänge und VOT, höhere Wahrscheinlichkeit der Löschung und geringere Vokaldispersion werden auch für leicht vorhersagbare Segmente im Deutschen beobachtet. Diese zeigen auch weniger Formantenbewegung, reduzierte Kurvigkeit in F2 sowie erhöhte Behauchtheitswerte als Vokale, die schwer vorhersagbar sind. Die Ergebnisse für Wortfrequenz zeigen ähnliche Tendenzen: Deutsche Segmente in hochfrequenten Wörtern sind kürzer, werden eher gelöscht, zeigen reduzierte Werte für Vokaldispersion, Formantenbewegungen und Periodizität als deutsche Segmente in Wörtern mit geringer Frequenz. Obwohl wir bekannte Effekte für Betonung, Grenze und Tempo auf segmentelle Variabilität in den Modellen beobachten, sind die Effekte von ID signifikant. Die sprachübergreifende Analyse zeigt zudem, dass diese Effekte auch robust für die meisten der untersuchten Sprachen sind und sich in allen intendierten Sprechgeschwindigkeiten zeigen. Surprisal hat allerdings keinen Einfluss auf die Vokaldispersion von Sprachlernern. Des weiteren finden wir Interaktionseffekte zwischen Surprisal und den prosodischen Faktoren. Besonders für Wortbetonung lässt sich ein stabiler positiver Interaktionseffekt mit Surprisal feststellen. In der Perzeption sind Hörer durchaus in der Lage, Unterschiede zwischen manipulierten und nicht manipulierten Stimuli zu erkennen, wenn die Manipulation lediglich im phonetischen Detail des Zielwortes aufgrund von Vorhersagbarkeit besteht

The Potential Use of Slow-down Technology to Improve Pronounciation of English for International Communication

The focus of this research is on oral communication between L1 (first language) and L2 (second language) English users - to determine whether an algorithm which slows down speech can increase the intelligibility of speech between interlocutors for EIC (English for International Communication). The slow-down facility is a CALL tool which slows down speech without tonal distortion. It allows English language learners more processing time to hear individual phonemes as produced in the stream of connected speech, to help them hear and produce phonemes more accurately and thus more intelligibly. The study involved five tests, all concerned with the intelligibility of English speech. The first test looked at L2:L2 English communication and levels of receptive intelligibility, while Tests 2 and 3 focused on testing the slow-down for receptive communication – to help L2 users to process speech by slowing it down and thus making the speech signal more accessible. Tests 4 and 5 changed focus, testing the slow-down speech tool as a means of enhancing the intelligibility of L2 speech production, namely individual phoneme production, as little research has been carried out in this area and phoneme discrimination can greatly increase the intelligibility of an L2 speaker’s pronunciation. Test 5, the main test, used a qualitative analysis of a pre- and post test and a number of questionnaires to assess subjects’ progress in developing intelligible English phoneme production across three groups: the Test Group, who used the slow-down speech tool, the Control Group, who undertook similar pronunciation training but without the application of the slow-down tool and the Non-Interference Group, who received no formal pronunciation training whatsoever. The study also ascertained and evaluated the effects of other variables on the learning process, such as length of time learning English, daily use of English, attitudes to accents, and so forth

The acquisition of vowel lengthening in EFL spanish speakers of advanced english

This work deals with the assimilation of vowel lengthening in EFL Spanish speakers at an advanced level, and tries to determine if the explicit teaching of phonetics contributes to the acquisition of this trait. Finally, it aims to analyze the students' own perception of their level of oral competence, and to observe if both realities correspond one each other.Este trabajo trata de descubrir si los estudiantes hispano-hablantes de inglés en un nivel avanzado han asimilado la duración de las vocales inglesas, y de determinar si un aprendizaje específico en fonética contribuye a la adquisición de este rasgo. Por último, pretende acercarse a la propia percepción de los estudiantes sobre su nivel de competencia oral, y observar si ambas realidades se corresponden o no.Departamento de Filología InglesaGrado en Estudios Inglese