Home Linguistics & Semiotics Chapter 7. Phonetic characteristics of filled pauses in Hungarian-English bilingual and Hungarian monolingual speech
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Chapter 7. Phonetic characteristics of filled pauses in Hungarian-English bilingual and Hungarian monolingual speech

  • Judit Bóna , Ágnes Jordanidisz , Anita Auszmann and Ferenc Bunta
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Child Bilingualism and Second Language Learning
This chapter is in the book Child Bilingualism and Second Language Learning

Abstract

We analyzed Hungarian filled pauses produced by monolingual Hungarian-speaking children (ages 6 to 9 years) and their bilingual Hungarian- and English-speaking peers in connected speech samples to investigate whether the hesitations produced by the groups would differ due to cross-linguistic influences on bilingual children’s speech or adhere to the phonology of the target language in both groups. Our results indicated specific effects of English on Hungarian filled pauses of our bilingual participants. At the same time, the Hungarian hesitations produced by both groups largely adhered to the phonology of the target language, reinforcing the notion that speech and language acquisition in bilinguals differs – at least in some respects – from speech patterns produced by monolingual peers (cf. Grosjean, 1989).

Abstract

We analyzed Hungarian filled pauses produced by monolingual Hungarian-speaking children (ages 6 to 9 years) and their bilingual Hungarian- and English-speaking peers in connected speech samples to investigate whether the hesitations produced by the groups would differ due to cross-linguistic influences on bilingual children’s speech or adhere to the phonology of the target language in both groups. Our results indicated specific effects of English on Hungarian filled pauses of our bilingual participants. At the same time, the Hungarian hesitations produced by both groups largely adhered to the phonology of the target language, reinforcing the notion that speech and language acquisition in bilinguals differs – at least in some respects – from speech patterns produced by monolingual peers (cf. Grosjean, 1989).

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgements vii
  4. Chapter 1. Integrating multiple views and multiple disciplines in the understanding of child bilingualism and second language learning 1
  5. Part I. Theoretical overviews
  6. Chapter 2. The application of bilingual phonological learning models to early second language development 9
  7. Chapter 3. Issues for second language pronunciation in children 29
  8. Part II. Bilingualism and second language learning
  9. Chapter 4. Two solitudes? 45
  10. Chapter 5. Using a novel sorting game to explore the role of phonotactic probability and linguistic environment in nonword processing by Spanish-English bilingual children 65
  11. Chapter 6. Effects of nonnative input on language abilities in Spanish-English bilinguals 87
  12. Chapter 7. Phonetic characteristics of filled pauses in Hungarian-English bilingual and Hungarian monolingual speech 113
  13. Chapter 8. Current developments in bilingual primary education in the Netherlands 137
  14. Chapter 9. Speech perception in French immersion students in Western Canada 167
  15. Chapter 10. Second first language acquisition following international adoption 189
  16. Part III. Methodological approaches
  17. Chapter 11. Phonological development 223
  18. Chapter 12. Using Phon to analyze phonological and speech data 249
  19. Chapter 13. Wordlikeness and nonword repetition in Spanish-speaking bilingual children 275
  20. Index 303
https://doi.org/10.1075/bpa.10.07bon

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgements vii
  4. Chapter 1. Integrating multiple views and multiple disciplines in the understanding of child bilingualism and second language learning 1
  5. Part I. Theoretical overviews
  6. Chapter 2. The application of bilingual phonological learning models to early second language development 9
  7. Chapter 3. Issues for second language pronunciation in children 29
  8. Part II. Bilingualism and second language learning
  9. Chapter 4. Two solitudes? 45
  10. Chapter 5. Using a novel sorting game to explore the role of phonotactic probability and linguistic environment in nonword processing by Spanish-English bilingual children 65
  11. Chapter 6. Effects of nonnative input on language abilities in Spanish-English bilinguals 87
  12. Chapter 7. Phonetic characteristics of filled pauses in Hungarian-English bilingual and Hungarian monolingual speech 113
  13. Chapter 8. Current developments in bilingual primary education in the Netherlands 137
  14. Chapter 9. Speech perception in French immersion students in Western Canada 167
  15. Chapter 10. Second first language acquisition following international adoption 189
  16. Part III. Methodological approaches
  17. Chapter 11. Phonological development 223
  18. Chapter 12. Using Phon to analyze phonological and speech data 249
  19. Chapter 13. Wordlikeness and nonword repetition in Spanish-speaking bilingual children 275
  20. Index 303
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