Native Speaker Perceptions of Accented Speech: The English Pronunciation of Macedonian EFL Learners

The paper reports on the results of a study that aimed to describe the vocalic and consonantal features of the English pronunciation of Macedonian EFL learners as perceived by native speakers of English and to find out whether native speakers who speak different standard variants of English perceive the same segments as non-native. A specially designed computer web application was employed to gather two types of data: a) quantitative (frequency of segment variables and global foreign accent ratings on a 5-point scale), and b) qualitative (open-ended questions). The result analysis points out to three most frequent markers of foreign accent in the English speech of Macedonian EFL learners: final obstruent devoicing, vowel shortening and substitution of English dental fricatives with Macedonian dental plosives. It also reflects additional phonetic aspects poorly explained in the available reference literature such as allophonic distributional differences between the two languages and intonational mismatch

Languages at play: The relevance of L1 attrition to the study of bilingualism

Speakers who routinely use more than one language may not use any of their languages in ways which are exactly like that of a monolingual speaker. In sequential bilingualism, for example, there is often evidence of interference from the L1 in the L2 system. Describing these interference phenomena and accounting for them on the basis of theoretical models of linguistic knowledge has long been a focus of interest of Applied Linguistics. More recently, research has started to investigate linguistic traffic which goes the other way: L2 interferences and contact phenomena evident in the L1. Such phenomena are probably experienced to some extent by all bilinguals. They are, however, most evident among speakers for whom a language other than the L1 has started to play an important, if not dominant, role in everyday life (Schmid and K�pke, 2007). This is the case for migrants who move to a country where a language is spoken which, for them, is a second or foreign language. We refer to the phenomena of L1 change and L2 interference which can be observed in such situations as language attrition

Vowel reduction in word-final position by early and late Spanish-English bilinguals

Vowel reduction is a prominent feature of American English, as well as other stress-timed languages. As a phonological process, vowel reduction neutralizes multiple vowel quality contrasts in unstressed syllables. For bilinguals whose native language is not characterized by large spectral and durational differences between tonic and atonic vowels, systematically reducing unstressed vowels to the central vowel space can be problematic. Failure to maintain this pattern of stressed-unstressed syllables in American English is one key element that contributes to a ?foreign accent? in second language speakers. Reduced vowels, or ?schwas,? have also been identified as particularly vulnerable to the co-articulatory effects of adjacent consonants. The current study examined the effects of adjacent sounds on the spectral and temporal qualities of schwa in word-final position. Three groups of English-speaking adults were tested: Miami-based monolingual English speakers, early Spanish-English bilinguals, and late Spanish-English bilinguals. Subjects performed a reading task to examine their schwa productions in fluent speech when schwas were preceded by consonants from various points of articulation. Results indicated that monolingual English and late Spanish-English bilingual groups produced targeted vowel qualities for schwa, whereas early Spanish-English bilinguals lacked homogeneity in their vowel productions. This extends prior claims that schwa is targetless for F2 position for native speakers to highly-proficient bilingual speakers. Though spectral qualities lacked homogeneity for early Spanish-English bilinguals, early bilinguals produced schwas with near native-like vowel duration. In contrast, late bilinguals produced schwas with significantly longer durations than English monolinguals or early Spanish-English bilinguals. Our results suggest that the temporal properties of a language are better integrated into second language phonologies than spectral qualities. Finally, we examined the role of nonstructural variables (e.g. linguistic history measures) in predicting native-like vowel duration. These factors included: Age of L2 learning, amount of L1 use, and self-reported bilingual dominance. Our results suggested that different sociolinguistic factors predicted native-like reduced vowel duration than predicted native-like vowel qualities across multiple phonetic environments

The role of input in second language oral ability development in foreign language classrooms: a longitudinal study

The current project longitudinally investigated the extent to which first-year Japanese university students developed their second language (L2) oral ability in relation to increased input in foreign language classrooms. Their spontaneous speech was elicited at the beginning, middle and end of one academic year, and then judged by linguistically trained coders for pronunciation, fluency, vocabulary and grammar qualities. According to the statistical analyses, the total amount of input (operationalized as number of English classes taken and L2 use outside of classrooms) was significantly related to the participants’ quick and immediate development of fluency and lexicogrammar during the first semester. Their pronunciation development was mixed, either subject to continuous change over two academic semesters (for prosody) or limited within the timeframe of the study (for segmentals). Similar to naturalistic L2 speech learning, the findings support the multifaceted role of input in different areas of oral proficiency development in foreign language classrooms

Real-time low-energy electron microscopy study of Ga adsorption and facet array formation on Si(113)

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Acoustic and perceptual evaluation of Mandarin tone productions before and after perceptual training

This is the publisher's version, also available electronically from http://scitation.aip.org/content/asa/journal/jasa/113/2/10.1121/1.1531176.Training American listeners to perceive Mandarin tones has been shown to be effective, with trainees’ identification improving by 21%. Improvement also generalized to new stimuli and new talkers, and was retained when tested six months after training [Y. Wang et al., J. Acoust. Soc. Am. 106, 3649–3658 (1999)]. The present study investigates whether the tonecontrasts gained perceptually transferred to production. Before their perception pretest and after their post-test, the trainees were recorded producing a list of Mandarin words. Their productions were first judged by native Mandarin listeners in an identification task. Identification of trainees’ post-test tone productions improved by 18% relative to their pretest productions, indicating significant tone production improvement after perceptual training. Acoustic analyses of the pre- and post-training productions further reveal the nature of the improvement, showing that post-training tone contours approximate native norms to a greater degree than pretraining tone contours. Furthermore, pitch height and pitch contour are not mastered in parallel, with the former being more resistant to improvement than the latter. These results are discussed in terms of the relationship between non-native tone perception and production as well as learning at the suprasegmental level

Inter-generational transmission in a minority language setting: Stop consonant production by Bangladeshi heritage children and adults

Aims and objectives: The purpose of this study was to gain a better understanding of speech development across successive generations of heritage language users, examining how cross-linguistic, developmental and socio-cultural factors affect stop consonant production. Design: To this end, we recorded Sylheti and English stop productions of two sets of Bangladeshi heritage families: (1) first-generation adult migrants from Bangladesh and their (second-generation) UK-born children, and (2) second-generation UK-born adult heritage language users and their (third-generation) UK-born children. Data and analysis: The data were analysed auditorily, using whole-word transcription, and acoustically, examining voice onset time. Comparisons were then made in both languages across the four groups of participants, and cross-linguistically. Findings: The results revealed non-native productions of English stops by the first-generation migrants but largely target-like patterns by the remaining sets of participants. The Sylheti stops exhibited incremental changes across successive generations of speakers, with the third-generation children’s productions showing the greatest influence from English. Originality: This is one of few studies to examine both the host and heritage language in an ethnic minority setting, and the first to demonstrate substantial differences in heritage language accent between age-matched second- and third-generation children. The study shows that current theories of bilingual speech learning do not go far enough in explaining how speech develops in heritage language settings. Implications: These findings have important implications for the maintenance, transmission and long-term survival of heritage languages, and show that investigations need to go beyond second-generation speakers, in particular in communities that do not see a steady influx of new migrants

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

Evidence for language transfer leading to a perceptual advantage for non-native listeners

Phonological transfer from the native language is a common problem for non-native speakers that has repeatedly been shown to result in perceptual deficits vis-a-vis native speakers. It was hypothesized, however, that transfer could help, rather than hurt, if it resulted in a beneficial bias. Due to differences in pronunciation norms between Korean and English, Koreans in the U.S. were predicted to be better than Americans at perceiving unreleased stops--not only in their native language (Korean) but also in their non-native language (English). In three experiments, Koreans were found to be significantly more accurate than Americans at identifying unreleased stops in Korean, at identifying unreleased stops in English, and at discriminating between the presence and absence of an unreleased stop in English. Taken together, these results suggest that cross-linguistic transfer is capable of boosting speech perception by non-natives beyond native levels