Feature Acquisition in Second Language Phonetic Development: Evidence from Phonetic Training

This study employed a targeted phonetic instruction to explore the mechanisms that underpin second language (L2) phonetic acquisition. Broadly, two general approaches to phonetic acquisition have been previously proposed. A segmental approach suggests that learners acquire a series of individual, discrete phonemes (e.g., Flege, 1995), while a featural approach posits that L2 phonetic development occurs at the subsegmental level of the feature, which may be shared across multiple phonemes (e.g., de Jong, Hao, & Park, 2009). This study extended this line of research, using a visual feedback paradigm to train English speakers on one of the three voiceless stop consonants in Spanish. Analysis focused on the change in voice onset time across three testing sessions (pretest, posttest, delayed posttest). Results demonstrated a significant change in voice onset time for trained and nontrained phonemes, suggesting that featural changes generalize to related phonemes. Theoretical and pedagogical implications are discussed

The Role of Code-Switching and Language Context in Bilingual Phonetic Transfer

The present study examines the effect of two potential catalysts for interlanguage phonetic interaction, code-switching and language mode, on the production of voice onset time (VOT) to better understand the role of (near) simultaneous dual language activation on phonetic production, as well as the nature of phonetic transfer. An oral production paradigm was carried out in which Spanish–English bilinguals produced words with initial voiceless stops as non-switched tokens, code-switched tokens in an otherwise monolingual context, and code-switched tokens in a bilingual context. Results demonstrated a degree of phonetic transfer associated with code-switching, either unidirectional or bi-directional. Specifically, English, with long lag VOT, was more susceptible to phonetic transfer than Spanish (short lag). Contrary to expectations, while the code-switching effect was present in both monolingual and bilingual mode, there was no additional transfer, or additive effect, of bilingual language mode. Differences in the effects of code-switching on English and Spanish are discussed with respect to the inherently different acceptable VOT ranges in the two languages. Furthermore, the lack of difference in VOT between the code-switched tokens in the monolingual and bilingual contexts is taken to suggest limits on phonetic transfer

Phonetics and Technology in the Classroom: A Practical Approach to Using Speech Analysis Software in Second-Language Pronunciation Instruction

While speech analysis technology has become an integral part of phonetic research, and to some degree is used in language instruction at the most advanced levels, it appears to be mostly absent from the beginning levels of language instruction. In part, the lack of incorporation into the language classroom can be attributed to both the lack of practical pedagogical methods for implementation, as well as objections to the complex design of the software itself. The present study first seeks to create a brief picture of phonetic instruction at lower levels of language instruction. The second, and main aim, is to address the dearth in practical implementations by presenting one possible pedagogical application of speech analysis software called Praat with attention given to key considerations to facilitate student self-analysis. Lastly, to assess the previous objections to such software, this study provides empirical, student-driven pilot data for the usability of speech analysis software in the classroom. In addition to confirming that speechanalysis software is largely absent at the lowest levels of language instruction, the findings demonstrate that, with a carefully designed approach to self-analysis, students indicate that the program is both beneficial and highly usable

Phonological processes across word and language boundaries: Evidence from code-switching

Previous research on the phonetics and phonology of code-switching has largely focused on word internal phenomenon, such as voice onset time. However, many phonological processes occur across word boundaries, and in the case of code-switching, potentially across language boundaries. This study examines the application of phonological rules across word and language boundaries in cases of code-switching, exploiting cross-linguistic differences in voicing assimilation and spirantization processes in English and Spanish. Results from an oral production paradigm conducted with Spanish–English bilinguals showed an asymmetrical impact of code-switching: switched and non-switched tokens differed in Spanish, but not English. A similar pattern was found for bilinguals of different language dominance profiles. This asymmetry is discussed with respect to the different language-specific degrees of variability in production. Moreover, results from the current study suggest that while phonological processes may be anchored to language-specific lexical items or phonemes, the licensing environment is language non-specific

Benefits of visual feedback on segmental production in the L2 classroom

While a growing body of research has established the benefits of pronunciation training on second language (L2) production, these benefits have yet to be incorporated into the general skills language classroom in a systematic manner. Furthermore, although relatively new speech analysis software has been shown to be useful in providing visual feedback for L2 suprasegmental (i.e., intonation) production, there is a relative lack of research on its potential implementation for segmental instruction. The current paper presents a systematic analysis of the effectiveness of a visual feedback paradigm (VFP), in an L2 Spanish classroom, as a pedagogical method for pronunciation teaching at the segmental level (i.e., Spanish intervocalic stops). Results demonstrate a significant improvement of L2 stop production relative to a control group receiving traditional pronunciation feedback. Furthermore, findings demonstrate that VFP leads to small incremental gains. Discussion addresses the role of VFP on segmental production and the potential practical implementations of visual feedback in the lower-level, general skills language classroom

The Impact of Code-Switching, Language Context, and Language Dominance on Suprasegmental Phonetics: Evidence for the Role of Predictability

Purpose: The present study investigates the suprasegmental reflexes of code-switching, considering both language context (i.e., language mode) and language dominance. Design: To this end, an experimental oral production paradigm was administered to 14 Spanish-English bilinguals, comparing code-switched to non-switched productions and varying both context (monolingual or bilingual) and response language (dominant or nondominant). Data and Analysis: Productions were analyzed for two suprasegmental features: pitch height and stressed vowel duration. Conclusions: Results indicate a significant effect of code-switching on suprasegmental production, with code-switched tokens produced with overall greater pitch movement and duration relative to non-switched tokens. These effects, however, were modulated by both language context and language dominance. Originality: Given the relation of prosody to cognitive factors, this novel approach to the suprasegmental features of code-switching, specifically considering language dominance and context, provides a unique opportunity to further the understanding of the underlying language switching process. Significance: These findings are addressed within a theoretical framework of predictability and hyper-articulation, and it is suggested that the suprasegmental realizations of code-switched tokens correspond to a degree of contextually driven predictability

The Gradient Effect of Context on Language Switching and Lexical Access in Bilingual Production

Previous research on bilingual language switching costs has demonstrated asymmetrical switch costs, driven primarily by language dominance, such that switches into a moredominant language incur significantly greater reaction time delays than switches into a less dominant language. While such studies have generally relied on a fixed ratio of switch to non-switch tokens, it is clear that bilinguals operate not in a fixed ratio, but along a naturally occurring bilingual continuum of modes or contexts. Bridging the concepts of language switching and language context, the current study examines language switching costs through a cued-picture naming study with variable contexts or modes. Results demonstrate that switch costs are dependent upon both language dominance and language context, with asymmetrical costs found in more monolingual mode and symmetrical costs found in bilingual mode. Implications are discussed with respect to language mode and gradient inhibitory mechanisms of language selection

Bilingual Language Switching and Selection at the Phonetic Level: Asymmetrical Transfer in VOT Production

The present study examines the effect of language switching on phonetic production, contributing to an understanding of the underlying interaction between a bilingual’s two phonetic systems. While phonetic interaction has been studied in non-switched and codeswitched paradigms, effects of connected speech (e.g. speech planning, pragmatics, etc.) may obscure underlying phonetic interaction. To investigate the impact of language switching, a cued picture-naming task was employed, with Spanish-English bilinguals of differing dominance profiles naming pictures in English and Spanish. Stimuli were produced both as switched and non-switched tokens. Addressing the impact of context, stimuli were presented in three contexts varying in quantity of language. Results indicate an asymmetrical effect of language switching on voice onset time. Specifically, both Spanish-dominant and English-dominant bilinguals demonstrated unidirectional transfer, with the dominant language significantly impacted by language switching. Drawing parallels with findings of asymmetrical temporal costs found at the lexical level, and resulting theoretical models, implications are discussed with reference to possible inhibitory mechanisms at play in bilingual phonetic selection and switching

The Phonetics of Insertional Code-Switching: Suprasegmental Analysis and a Case for Hyper-Articulation

This study investigates the phonetic production of Spanish-English insertional codeswitches, constituents of an embedded language inserted within a discourse of a matrix language. While previous research on the phonetics of code-switching has focused exclusively on the segmental properties, the current study provides a detailed examination of the suprasegmental features of code-switched tokens, including pitch height and duration. Code-switched productions are compared with non-code-switched tokens, and results indicate that insertional code-switched tokens are produced with a degree of hyperarticulation, evidenced by an increase in pitch height and duration. The results are discussed within Hyper- and Hypo-articulation Theory, drawing on the notion of a decreased local probability incurred by insertional code-switches

Bilingual Language Switching Costs in Auditory Comprehension

Previous research on bilingual language switching and lexical access has demonstrated a consistent reaction time cost associated with producing a switched token. While some studies have shown these costs to be asymmetrical, with bilinguals evidencing a greater delay when producing switches into their dominant language relative to the non-dominant language, others have shown symmetrical costs, depending on individual (e.g. proficiency) and contextual (e.g. language mode) factors. The current study, employing an eye-tracking paradigm, extends this line of research by examining the potential for switch costs during auditory comprehension. Paralleling previous production-oriented research, results of the current study demonstrate flexible switch costs during auditory comprehension. Switch costs were asymmetrical in monolingual mode, with greater costs incurred when switching into the dominant language, and uniformly absent in bilingual mode. Results are discussed with respect to bilingual language selection mechanisms in both production and comprehension