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

Phonetic drift

This chapter provides an overview of research on the phonetic changes that occur in one’s native language (L1) due to recent experience in another language (L2), a phenomenon known as phonetic drift. Through a survey of empirical findings on segmental and suprasegmental acoustic properties, the chapter examines the features of the L1 that are subject to phonetic drift, the cognitive mechanism(s) behind phonetic drift, and the various factors that influence the likelihood of phonetic drift. In short, virtually all aspects of L1 speech are subject to drift, but different aspects do not drift in the same manner, possibly due to multiple routes of L2 influence coexisting at different levels of L1 phonological structure. In addition to the timescale of these changes, the chapter discusses the relationship between phonetic drift and attrition as well as some of the enduring questions in this area.https://drive.google.com/open?id=1eQbh17Z4YsH8vY_XjCHGqi5QChfBKcAZhttps://drive.google.com/open?id=1eQbh17Z4YsH8vY_XjCHGqi5QChfBKcAZhttps://drive.google.com/open?id=1eQbh17Z4YsH8vY_XjCHGqi5QChfBKcAZAccepted manuscriptAccepted manuscrip

Accounting for multicompetence and restructuring in the study of speech

Phonetic studies meant to generalize to monolingual speakers of a target language have often examined individuals with considerable experience using another language, such as the immigrant native speaker. This paper presents, first, results from a meta-analysis of the literature, suggesting that conflation of ostensibly bilingual (“multicompetent”) individuals with monolinguals remains common practice and, second, longitudinal data on speech production that demonstrate why this practice is problematic. Adult native English speakers recently arrived in Korea showed significant changes in acoustic properties of their English production during their first weeks of learning Korean (“phonetic drift”) and, furthermore, continued to show altered English production a year later, months after their last Korean class and without extensive use of Korean in daily life. These patterns suggest that the linguistic experience associated with residence in a foreign language environment tends to induce and then prolong phonetic drift of the native language, making the multicompetent native speaker living in a foreign language environment unrepresentative of a monolingual in the native language environment. The speed and persistence of these effects highlight the need for language researchers to be explicit about the population under study and to accordingly control (and describe) language background in a study sample.https://drive.google.com/open?id=0B1_NoAiLQlnkbDEyb2M0ckRodGsOthe

Context effects on second-language learning of tonal contrasts.

Studies of lexical tone  learning generally focus on monosyllabic contexts, while reports of phonetic learning benefits associated with input variability are based largely on experienced learners. This study trained inexperienced learners on Mandarin tonal contrasts to test two hypotheses regarding the influence of context and variability on tone  learning. The first hypothesis was that increased phonetic variability of tones in disyllabic contexts makes initial tone  learning more challenging in disyllabic than monosyllabic words. The second hypothesis was that the learnability of a given tone varies across contexts due to differences in tonal variability. Results of a word learning experiment supported both hypotheses: tones were acquired less successfully in disyllables than in monosyllables, and the relative difficulty of disyllables was closely related to contextual tonal variability. These results indicate limited relevance of monosyllable-based data on Mandarin learning for the disyllabic majority of the Mandarin lexicon. Furthermore, in the short term, variability can diminish learning; its effects are not necessarily beneficial but dependent on acquisition stage and other learner characteristics. These findings thus highlight the importance of considering contextual variability and the interaction between variability and type of learner in the design, interpretation, and application of research on phonetic learning

Effects of age, sex, context, and lexicality on hyperarticulation of Korean fricatives

Seoul Korean is known for a rare three-way laryngeal contrast among lenis, fortis, and aspirated voiceless stops, which has recently undergone a change in phonetic implementation: whereas older speakers rely more on voice onset time (VOT) to distinguish lenis and aspirated stops, younger speakers rely more on onset fundamental frequency (f 0) in the following vowel. This production difference is reflected in disparate strategies for enhancing the contrast in clear speech, supporting the view that younger and older speakers represent the three laryngeal categories differently in terms of VOT and f 0 targets (Kang & Guion, 2008). In the current study, we used the clear speech paradigm to test for change in the representation of the two-way contrast between fortis (/s*/) and non-fortis (/s/) fricatives. Native Seoul Korean speakers (n = 32), representing two generations and both sexes, were recorded producing the coronal stops and fricatives in different vowel contexts, item types (real vs. nonce words), and speech registers (plain citation vs. clear). We report acoustic data on how the above factors influence production of the fricative contrast and discuss implications for the phonological categorization of non-fortis /s/ as lenis, aspirated, or a hybrid lenis-aspirated category.https://drive.google.com/open?id=0B1_NoAiLQlnkZ2RtdEtuYTlaMkkOthe

LEXTALE_CH: A quick, character-based proficiency test for Mandarin Chinese

Research in second language acquisition suggests that objective performance-based assessments may provide more reliable and valid measures of second language proficiency than subjective self-ratings. To measure proficiency in English as a second language, a quick, vocabulary-based test called LexTALE (Lexical Test for Advanced Learners of English) was developed and shown to be able to differentiate between various levels of English proficiency. Following in the line of adaptations of this test for other languages, we created a character-based adaptation for Mandarin Chinese: LEXTALE_CH. In this paper, we discuss the development and validation of LEXTALE_CH in detail. In short, LEXTALE_CH can discriminate between high and low levels of Mandarin proficiency and is sensitive to the significant differences in vocabulary size between native speakers and second language learners of Mandarin; further, it takes only a few minutes to administer and is simple to score, making it a practical tool for low-stakes estimation of Mandarin proficiency.http://www.lingref.com/bucld/42/BUCLD42-09.pdfPublished versio

Pitch ability as an aptitude for tone learning

Tone languages such as Mandarin use voice pitch to signal lexical contrasts, presenting a challenge for second/foreign language (L2) learners whose native languages do not use pitch in this manner. The present study examined components of an aptitude for mastering L2 lexical tone. Native English speakers with no previous tone language experience completed a Mandarin word learning task, as well as tests of pitch ability, musicality, L2 aptitude, and general cognitive ability. Pitch ability measures improved predictions of learning performance beyond musicality, L2 aptitude, and general cognitive ability and also predicted transfer of learning to new talkers. In sum, although certain nontonal measures help predict successful tone learning, the central components of tonal aptitude are pitch-specific perceptual measures

Bilingual perceptual benefits of experience with a heritage language

Research on the linguistic knowledge of heritage speakers has been concerned primarily with the advantages conferred by heritage language experience in production, perception, and (re)learning of the heritage language. Meanwhile, second-language speech research has begun to investigate potential benefits of first-language transfer in second-language performance. Bridging these two bodies of work, the current study examined the perceptual benefits of heritage language experience for heritage speakers of Korean in both the heritage language (Korean) and the dominant language (American English). It was hypothesized that, due to their early bilingual experience and the different nature of unreleased stops in Korean and American English, heritage speakers of Korean would show not only native-like perception of Korean unreleased stops, but also better-than-native perception of American English unreleased stops. Results of three perception experiments were consistent with this hypothesis, suggesting that benefits of early heritage language experience can extend well beyond the heritage language.The author gratefully acknowledges technical, financial, and logistical support from the Center for Advanced Study of Language, the Department of Hearing and Speech Sciences, and the Second Language Acquisition Program at the University of Maryland and helpful feedback from four anonymous reviewers and audiences at the CUNY Graduate Center, the 2013 Meeting of the Linguistic Society of America, and the 7th Heritage Language Research Institute. (Center for Advanced Study of Language; Department of Hearing and Speech Sciences; Second Language Acquisition Program at the University of Maryland)https://drive.google.com/file/d/0B1_NoAiLQlnkVXVjZFhCOWc4U3M/view?usp=sharinghttps://drive.google.com/file/d/0B1_NoAiLQlnkVXVjZFhCOWc4U3M/view?usp=sharingPublished versio