The phonetics of second language learning and bilingualism

This chapter provides an overview of major theories and findings in the field of second language (L2) phonetics and phonology. Four main conceptual frameworks are discussed and compared: the Perceptual Assimilation Model-L2, the Native Language Magnet Theory, the Automatic Selection Perception Model, and the Speech Learning Model. These frameworks differ in terms of their empirical focus, including the type of learner (e.g., beginner vs. advanced) and target modality (e.g., perception vs. production), and in terms of their theoretical assumptions, such as the basic unit or window of analysis that is relevant (e.g., articulatory gestures, position-specific allophones). Despite the divergences among these theories, three recurring themes emerge from the literature reviewed. First, the learning of a target L2 structure (segment, prosodic pattern, etc.) is influenced by phonetic and/or phonological similarity to structures in the native language (L1). In particular, L1-L2 similarity exists at multiple levels and does not necessarily benefit L2 outcomes. Second, the role played by certain factors, such as acoustic phonetic similarity between close L1 and L2 sounds, changes over the course of learning, such that advanced learners may differ from novice learners with respect to the effect of a specific variable on observed L2 behavior. Third, the connection between L2 perception and production (insofar as the two are hypothesized to be linked) differs significantly from the perception-production links observed in L1 acquisition. In service of elucidating the predictive differences among these theories, this contribution discusses studies that have investigated L2 perception and/or production primarily at a segmental level. In addition to summarizing the areas in which there is broad consensus, the chapter points out a number of questions which remain a source of debate in the field today.https://drive.google.com/open?id=1uHX9K99Bl31vMZNRWL-YmU7O2p1tG2wHhttps://drive.google.com/open?id=1uHX9K99Bl31vMZNRWL-YmU7O2p1tG2wHhttps://drive.google.com/open?id=1uHX9K99Bl31vMZNRWL-YmU7O2p1tG2wHAccepted manuscriptAccepted manuscrip

Lebanese Arabic listeners' perception of Australian English vowels

Second language (L2) learning involves more than simply understanding the grammar or writing system of a new language; it also requires the acquisition of a new sound system. In particular, vowels are particularly difficult to perceive due to the influence of the learners’ native language vowel inventory (Flege, 1995; Escudero, 2005; Best & Tyler, 2007). The present study investigated the role of acoustic similarity in predicting bilingual Lebanese Arabic-English (LA) listeners’ discrimination of Australian English (AusE) vowels. The findings are in line with the predictions based on acoustic similarity in terms of the Second Language Linguistic Perception model (L2LP; Escudero & Boersma, 2004; Escudero, 2005; 2009a). In particular, LA listeners use duration as a cue to facilitate discrimination of AusE vowel contrasts which produces few difficulties. For the LA listeners, discrimination difficulty is only apparent for vowel contrasts where the vowels do not align perfectly with native LA counterparts. Furthermore, when both vowels in the non-native contrast are acoustically similar to or perceived as the same multiple native categories, resulting in an acoustic or perceptual overlap, also contributes to the difficulties in vowel discrimination. Further research is required to test the reliability of the present findings and to establish whether the identified patterns are also detected in speech production

Perception of English vowels as a foreign language of Hong Kong Cantonese secondary school speakers

This dissertation reports on the results of a research study that investigated the perception of English vowels by native Cantonese speakers who are learning English as a foreign language (EFL) as well as the applicability of the predictions of the Perception Assimilation Model (PAM) to foreign language perception by Hong Kong Cantonese EFL learners. Thirty-one local secondary school students participated in a perception test to discriminate and identify English minimal pairs. The results affirm the hypothesis of the PAM on the perceptual identification of different types of minimal pairs. The results also call for the usage of explicit English phonological training in Hong Kong Education to facilitate English acquisition.published_or_final_versionSpeech and Hearing SciencesBachelorBachelor of Science in Speech and Hearing Science

The perception of English vowels by native Cantonese English as a foreign language primary school students

This study investigated the perception of English vowels in Cantonese speakers who are beginning learners of English as a foreign language (EFL) in reference to the Perceptual Assimilation Model (PAM). Thirty-one primary school students participated in a perception study that required them to discriminate and identify English minimal vowel pairs. It was founded that Cantonese EFL learner’s vowel perception can be predicted by the similarity of spatial proximity of constriction locations between English vowels and Cantonese vowels. The study also provides support for the PAM. Further research is needed to include EFL learners from different age groups and at different English proficiency levels.published_or_final_versionSpeech and Hearing SciencesBachelorBachelor of Science in Speech and Hearing Science

Perception of nonnative tonal contrasts by Mandarin-English and English-Mandarin sequential bilinguals

This study examined the role of acquisition order and crosslinguistic similarity in influencing transfer at the initial stage of perceptually acquiring a tonal third language (L3). Perception of tones in Yoruba and Thai was tested in adult sequential bilinguals representing three different first (L1) and second language (L2) backgrounds: L1 Mandarin-L2 English (MEBs), L1 English-L2 Mandarin (EMBs), and L1 English-L2 intonational/non-tonal (EIBs). MEBs outperformed EMBs and EIBs in discriminating L3 tonal contrasts in both languages, while EMBs showed a small advantage over EIBs on Yoruba. All groups showed better overall discrimination in Thai than Yoruba, but group differences were more robust in Yoruba. MEBs’ and EMBs’ poor discrimination of certain L3 contrasts was further reflected in the L3 tones being perceived as similar to the same Mandarin tone; however, EIBs, with no knowledge of Mandarin, showed many of the same similarity judgments. These findings thus suggest that L1 tonal experience has a particularly facilitative effect in L3 tone perception, but there is also a facilitative effect of L2 tonal experience. Further, crosslinguistic perceptual similarity between L1/L2 and L3 tones, as well as acoustic similarity between different L3 tones, play a significant role at this early stage of L3 tone acquisition.Published versio

a forced-choice identification study with Hungarian native speakers

UIDB/03213/2020 UIDP/03213/2020 2020.05740.BDAuditory perceptual experiments with Portuguese L2 are scarce, especially within the scope of the European variety (EP). In this study, we aim at observing the assimilation of the EP vowels [ɐ] and [ɨ] by Hungarian native speakers, and their perceptual learning after some contact with Portuguese. A multiple forced-choice identification experiment was run with two groups of Hungarian speakers – a group with and a group without previous contact with EP. The results show that the categorization fell into the closest phonetic categories of the L1. The results also indicate a learning effect for [ɨ], with a recategorization path from [y] to [ø]. As for [ɐ], no major differences were observed between groups. This result is consistent with difficulties observed in the classroom environment, where [ɐ] is particularly challenging to Hungarian learners.authorsversioninpres