7,457 research outputs found
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
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Non-native contrasts in Tongan loans
We present three case studies of marginal contrasts in Tongan loans from English, working with data from three speakers. Although Tongan lacks contrasts in stress or in CC vs. CVC sequences, secondary stress in loans is contrastive, and is sensitive to whether a vowel has a correspondent in the English source word; vowel deletion is also sensitive to whether a vowel is epenthetic as compared to the English source; and final vowel length is sensitive to whether the penultimate vowel is epenthetic, and if not, whether it corresponds to a stressed or unstressed vowel in the English source. We provide an analysis in the multilevel model of Boersma (1998) and Boersma & Hamann (2009), and show that the loan patterns can be captured using only constraints that plausibly are needed for native-word phonology, including constraints that reflect perceptual strategies
Pronunciation Understood : How intelligible do you think you are?
This study aims at automatically estimating probability of individual words of Japanese English (JE) being perceived correctly by American listeners and clarifying what kinds of (combinations of) segmental, prosodic, and linguistic errors in the words are more fatal to their correct perception. From a JE speech database, a balanced set of 360 utterances by 90 male speakers are firstly selected. Then, a listening experiment is done where 6 Americans are asked to transcribe all the utterances. Next, using speech and language technology, values of many segmental, prosodic, and linguistic attributes of the words are extracted. Finally, the relation between transcription rate of each word and its attribute values is analyzed by the Classification And Regression Tree (CART) method to predict probability of each of the JE words being transcribed correctly. Performance of the machine prediction is compared with that of the human prediction by four American teachers and three Japanese ones. This method is shown to be comparable to the best American teacher of the four. This paper also describes differences in perceiving intelligibility of the pronunciation between American teachers and Japanese ones
Predicting language learners' grades in the L1, L2, L3 and L4: the effect of some psychological and sociocognitive variables
This study of 89 Flemish high-school students' grades for L1 (Dutch), L2 (French), L3 (English) and L4 (German) investigates the effects of three higher-level personality dimensions (psychoticism, extraversion, neuroticism), one lower-level personality dimension (foreign language anxiety) and sociobiographical variables (gender, social class) on the participants' language grades. Analyses of variance revealed no significant effects of the higher-level personality dimensions on grades. Participants with high levels of foreign language anxiety obtained significantly lower grades in the L2 and L3. Gender and social class had no effect. Strong positive correlations between grades in the different languages could point to an underlying sociocognitive dimension. The implications of these findings are discussed
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