The acquisition of English L2 prosody by Italian native speakers: experimental data and pedagogical implications

This paper investigates Yes-No question intonation patterns in English L2, Italian L1, and English L1. The aim is to test the hypothesis that L2 learners may show different acquisition strategies for different dimensions of intonation, and particularly the phonological and phonetic components. The study analyses the nuclear intonation contours of 4 target English words and 4 comparable Italian words consisting of sonorant segments, stressed on the semi-final or final syllable, and occurring in Yes-No questions in sentence-final position (e.g., Will you attend the memorial?, Hai sentito la Melania?). The words were contained in mini-dialogues of question-answer pairs, and read 5 times by 4 Italian speakers (Padova area, North-East Italy) and 3 English female speakers (London area, UK). The results show that: 1) different intonation patterns may be used to realize the same grammatical function; 2) different developmental processes are at work, including transfer of L1 categories and the acquisition of L2 phonological categories. These results suggest that the phonetic dimension of L2 intonation may be more difficult to learn than the phonological one

Phonology and intonation

The encoding standards for phonology and intonation are designed to facilitate consistent annotation of the phonological and intonational aspects of information structure, in languages across a range ofprosodic types. The guidelines are designed with the aim that a nonspecialist in phonology can both implement and interpret the resulting annotation

Effects of Gender and Regional Dialect on Uptalk in the American Midwest

This study compares the distribution of uptalk contours across male and female speakers of two Midwestern dialects of American English. Sixteen speakers, evenly divided between dialect and gender, were recorded reading ten passages in plain lab speech. The contours defined as uptalk in this study were H* H-H%, H* L-H%, L* H-H%, and L* L-H%. The results indicate that neither gender nor dialect had an effect on overall uptalk frequency, which could reflect prosodic similarities in the two dialects. The null results for gender are particularly surprising because they run contrary to many of the previous studies on uptalk, which found that women use uptalk more than men. Gender and dialect also had no significant effect on the types of uptalk contours used: speakers from both dialects used primarily three of the four uptalk contours that were examined (H* L-H%, L* H-H% and L* L-H%). These uptalk contours differed from the uptalk contours identified in other North American varieties of English, suggesting that there are regional differences in uptalk realization.Undergraduate Research ScholarshipNational Science Foundation (BCS-1056409)No embargoAcademic Major: LinguisticsAcademic Major: Spanis

Drifting without an anchor: how pitch accents withstand vowel loss

We offer an analysis of the influence exerted by segmental rules on the suprasegmental structure in the dialect of Ipiros Greek (IG). In particular we investigated how vowel deletion (VD) affects the phonetic realization of the L*+H pitch accent. Our data empirically establish that the H tone aligns much earlier when VD applies than when it does not. Furthermore, we show that there is a phonological contrast between the nuclear L+H* and the prenuclear L*+H which hinges on early versus late H alignment respectively. We demonstrate that the contrast between the L*+H and the L+H* pitch accents is not compromised by the earlier alignment caused by VD. In other words, intonational contrasts are not endangered by fine phonetic alignment variability within the same category

The effects of home language and bilingualism on the realization of lexical stress in Welsh and Welsh English

This study investigates effects of long-term language contact and individual linguistic experience on the realization of lexical stress correlates in Welsh and Welsh English. To this end, a production study was carried out in which participants were asked to read out Welsh and English disyllabic words with stress on the penultimate syllable, placed within carrier phrases. Recordings were made of the productions of Welsh and English target words, by two groups of Welsh-English bilinguals differing in home language, as well as the productions of English target words by Welsh English monolinguals and speakers of Southern Standard British English (SSBE). Acoustic measures were taken of fundamental frequency (f0) and intensity ratios of stressed and unstressed vowels, duration of stressed and unstressed vowels, and duration of the post-stress consonant. The results of acoustic comparisons of Welsh English with SSBE and Welsh revealed that SSBE differs from the other groups in all measures of lexical stress. Welsh and Welsh English, however, show considerable phonetic overlap, albeit with language-specific differences in two of the five measures (unstressed vowel duration, intensity ratio). These findings suggest cross-language convergence in the realization of lexical stress in Welsh and Welsh English disyllabic words with penultimate stress. Individual linguistic experience, in turn, did not play a major role in the realization of lexical stress in these words. Bilinguals did not differ from monolinguals when speaking English, and home language also had no effect on any measure. This suggests that other factors must be responsible for the observed patterns. We discuss the possibility that the varieties of Welsh and Welsh English spoken in this community function as a sign of regional or peer group identity, rather than as markers of linguistic experience

Smoothie or Fruit Salad? Learners’ Descriptions of Accents as Windows to Concept Formation

This paper explores the linguistically naive descriptions which one set of EFL learners provided when identifying and describing accents. First and second-year English majors at a French university were asked to do two tasks. First, they listened to two extracts to determine whether the speaker’s accent sounded more British or American, and to explain which features helped them to decide. Later they answered two questions: a) What do you do when you want to sound more like an American? and b) more like a British person? The analysis of their answers highlights learners’ underlying representations of accents as well as concept formation in relation to English pronunciation. I argue that this cognitive aspect of L2 learning should be addressed explicitly in instruction