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

The effect of L1 regional variation on the perception and production of standard L1 and L2 vowels

This study reports on the perception and production of Standard Dutch and Standard British English vowels by speakers of two regional varieties of Belgian Dutch (East Flemish and Brabantine) which differ in their vowel realizations. Twenty-four native speakers of Dutch performed two picture-naming tasks and two vowel categorization tasks, in which they heard Standard Dutch or English vowels and were asked to map these onto orthographic representations of Dutch vowels. The results of the Dutch production and categorization tasks revealed that the participants’ L1 regional variety importantly influenced their production and especially perception of vowels in the standard variety of their L1. The two groups also differed in how they assimilated non-native English vowels to native vowel categories, but no major differences could be observed in their productions of non-native vowels. The study therefore only partly confirms earlier studies showing that L1 regional variation may have an influence on the acquisition of non-native language varieties

Engaging the articulators enhances perception of concordant visible speech movements

PURPOSE This study aimed to test whether (and how) somatosensory feedback signals from the vocal tract affect concurrent unimodal visual speech perception. METHOD Participants discriminated pairs of silent visual utterances of vowels under 3 experimental conditions: (a) normal (baseline) and while holding either (b) a bite block or (c) a lip tube in their mouths. To test the specificity of somatosensory-visual interactions during perception, we assessed discrimination of vowel contrasts optically distinguished based on their mandibular (English /ɛ/-/æ/) or labial (English /u/-French /u/) postures. In addition, we assessed perception of each contrast using dynamically articulating videos and static (single-frame) images of each gesture (at vowel midpoint). RESULTS Engaging the jaw selectively facilitated perception of the dynamic gestures optically distinct in terms of jaw height, whereas engaging the lips selectively facilitated perception of the dynamic gestures optically distinct in terms of their degree of lip compression and protrusion. Thus, participants perceived visible speech movements in relation to the configuration and shape of their own vocal tract (and possibly their ability to produce covert vowel production-like movements). In contrast, engaging the articulators had no effect when the speaking faces did not move, suggesting that the somatosensory inputs affected perception of time-varying kinematic information rather than changes in target (movement end point) mouth shapes. CONCLUSIONS These findings suggest that orofacial somatosensory inputs associated with speech production prime premotor and somatosensory brain regions involved in the sensorimotor control of speech, thereby facilitating perception of concordant visible speech movements. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.9911846R01 DC002852 - NIDCD NIH HHSAccepted manuscrip

The time course of auditory and language-specific mechanisms in compensation for sibilant assimilation

Models of spoken-word recognition differ on whether compensation for assimilation is language-specific or depends on general auditory processing. English and French participants were taught words that began or ended with the sibilants /s/ and /∫/. Both languages exhibit some assimilation in sibilant sequences (e.g., /s/ becomes like [∫] in dress shop and classe chargée), but they differ in the strength and predominance of anticipatory versus carryover assimilation. After training, participants were presented with novel words embedded in sentences, some of which contained an assimilatory context either preceding or following. A continuum of target sounds ranging from [s] to [∫] was spliced into the novel words, representing a range of possible assimilation strengths. Listeners' perceptions were examined using a visual-world eyetracking paradigm in which the listener clicked on pictures matching the novel words. We found two distinct language-general context effects: a contrastive effect when the assimilating context preceded the target, and flattening of the sibilant categorization function (increased ambiguity) when the assimilating context followed. Furthermore, we found that English but not French listeners were able to resolve the ambiguity created by the following assimilatory context, consistent with their greater experience with assimilation in this context. The combination of these mechanisms allows listeners to deal flexibly with variability in speech forms

Plasticity in second language (L2) learning: perception of L2 phonemes by native Greek speakers of English

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.Understanding the process of language acquisition is a challenge that many researchers spanning different disciplines (e.g. linguistics, psychology, neuroscience) have grappled with for centuries. One which has in recent years attracted a lot of attention has been in the area of non-native phoneme acquisition. Speech sounds that contain multiple phonetic cues are often difficult for foreign-language learners, especially if certain cues are weighted differently in the foreign and native languages. Greek adult and child speakers of English were studied to determine which cues (duration or spectral) they were using to make discrimination and identification judgments for an English vowel contrast pair. To this end, two forms of identification and discrimination tasks were used: natural (unedited) stimuli and another ‘modified’ vowel duration stimuli which were edited so that there were no duration differences between the vowels. Results show the Greek speakers were particularly impaired when they were unable to use the duration cue as compared to the native English speakers. Similar results were also obtained in control experiments where there was no orthographic representation or where the stimuli were cross-spliced to modify the phonetic neighborhood. Further experiments used high-variability training sessions to enhance vowel perception. Following training, performance improved for both Greek adult and child groups as revealed by post training tests. However the improvements were most pronounced for the child Greek speaker group. A further study examined the effect of different orthographic cues that might affect rhyme and homophony judgment. The results of that study showed that Greek speakers were in general more affected by orthography and regularity (particularly of the vowel) in making these judgments. This would suggest that Greek speakers were more sensitive to irrelevant orthographic cues, mirroring the results in the auditory modality where they focused on irrelevant acoustic cues. The results are discussed in terms of current theories of language acquisition, with particular reference to acquisition of non-native phonemes.School of Social Sciences, Brunel Universit

Compensation for complete assimilation in speech perception: The case of Korean labial-to-velar assimilation

In connected speech, phonological assimilation to neighboring words can lead to pronunciation variants (e.g., 'garden bench'→ "gardem bench"). A large body of literature suggests that listeners use the phonetic context to reconstruct the intended word for assimilation types that often lead to incomplete assimilations (e.g., a pronunciation of "garden" that carries cues for both a labial [m] and an alveolar [n]). In the current paper, we show that a similar context effect is observed for an assimilation that is often complete, Korean labial-to-velar place assimilation. In contrast to the context effects for partial assimilations, however, the context effects seem to rely completely on listeners' experience with the assimilation pattern in their native language

Coping with phonological assimilation in speech perception : evidence for early compensation

The pronunciation of the same word may vary considerably as a consequence of its context. The Dutch word tuin (English, garden) may be pronounced tuim if followed by bank (English, bench), but not if followed by stoel (English, chair). In a series of four experiments, we examined how Dutch listeners cope with this context sensitivity in their native language. A first word identification experiment showed that the perception of a word-final nasal depends on the subsequent context. Viable assimilations, but not unviable assimilations, were often confused perceptually with canonical word forms in a word identification task. Two control experiments ruled out the possibility that this effect was caused by perceptual masking or was influenced by lexical top-down effects. A passive-listening study in which electrophysiological measurements were used showed that only unviable, but not viable, phonological changes elicited a significant mismatch negativity. The results indicate that phonological assimilations are dealt with by an early prelexical mechanism.peer-reviewe

How tone, intonation and emotion shape the development of infants' fundamental frequency perception

Fundamental frequency (ƒ0), perceived as pitch, is the first and arguably most salient auditory component humans are exposed to since the beginning of life. It carries multiple linguistic (e.g., word meaning) and paralinguistic (e.g., speakers’ emotion) functions in speech and communication. The mappings between these functions and ƒ0 features vary within a language and differ cross-linguistically. For instance, a rising pitch can be perceived as a question in English but a lexical tone in Mandarin. Such variations mean that infants must learn the specific mappings based on their respective linguistic and social environments. To date, canonical theoretical frameworks and most empirical studies do not view or consider the multi-functionality of ƒ0, but typically focus on individual functions. More importantly, despite the eventual mastery of ƒ0 in communication, it is unclear how infants learn to decompose and recognize these overlapping functions carried by ƒ0. In this paper, we review the symbioses and synergies of the lexical, intonational, and emotional functions that can be carried by ƒ0 and are being acquired throughout infancy. On the basis of our review, we put forward the Learnability Hypothesis that infants decompose and acquire multiple ƒ0 functions through native/environmental experiences. Under this hypothesis, we propose representative cases such as the synergy scenario, where infants use visual cues to disambiguate and decompose the different ƒ0 functions. Further, viable ways to test the scenarios derived from this hypothesis are suggested across auditory and visual modalities. Discovering how infants learn to master the diverse functions carried by ƒ0 can increase our understanding of linguistic systems, auditory processing and communication functions

Turkish /h/ deletion : evidence for the interplay of speech perception and phonology

It has been hypothesized that sounds which are less perceptible are more likely to be altered than more salient sounds, the rationale being that the loss of information resulting from a change in a sound which is difficult to perceive is not as great as the loss resulting from a change in a more salient sound. Kohler (1990) suggested that the tendency to reduce articulatory movements is countered by perceptual and social constraints, finding that fricatives are relatively resistant to reduction in colloquial German. Kohler hypothesized that this is due to the perceptual salience of fricatives, a hypothesis which was supported by the results of a perception experiment by Hura, Lindblom, and Diehl (1992). These studies showed that the relative salience of speech sounds is relevant to explaining phonological behavior. An additional factor is the impact of different acoustic environments on the perceptibility of speech sounds. Steriade (1997) found that voicing contrasts are more common in positions where more cues to voicing are available. The P-map, proposed by Steriade (2001a, b), allows the representation of varying salience of segments in different contexts. Many researchers have posited a relationship between speech perception and phonology. The purpose of this paper is to provide experimental evidence for this relationship, drawing on the case of Turkish /h/ deletion