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Acoustic variability and perceptual learning

The case of non-native accented speech
  • Allard Jongman and Travis Wade
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Language Experience in Second Language Speech Learning
This chapter is in the book Language Experience in Second Language Speech Learning

Abstract

Jim Flege’s research on category formation has introduced or emphasized several key concepts, including equivalence classification and the distinction between new and similar phones. The research described in this chapter addresses these concepts by investigating the role of acoustic variability in the formation of new categories as well as the extent to which this variability may hinder or help native and non-native listeners. A production study comparing Spanish-accented and native English vowels reveals a much greater degree of variability in nonnatives’ use of the English vowel space. Results from a subsequent training study where vowel variability was systematically manipulated, suggests that for the most easily maintained distinctions, learning benefited from the high-variability training paradigm. In contrast, for very difficult distinctions, advantages were found for training only with minimal variability (prototypes). Finally, results are presented from a lexical decision task in which English and Dutch listeners responded to native and Dutch-accented English. While Americans prefer native English speech, the Dutch prefer the Dutch-accented stimuli. In addition, Dutch listeners are less efficient in processing words containing sounds that do not occur in Dutch even when listening to a native English speaker

Abstract

Jim Flege’s research on category formation has introduced or emphasized several key concepts, including equivalence classification and the distinction between new and similar phones. The research described in this chapter addresses these concepts by investigating the role of acoustic variability in the formation of new categories as well as the extent to which this variability may hinder or help native and non-native listeners. A production study comparing Spanish-accented and native English vowels reveals a much greater degree of variability in nonnatives’ use of the English vowel space. Results from a subsequent training study where vowel variability was systematically manipulated, suggests that for the most easily maintained distinctions, learning benefited from the high-variability training paradigm. In contrast, for very difficult distinctions, advantages were found for training only with minimal variability (prototypes). Finally, results are presented from a lexical decision task in which English and Dutch listeners responded to native and Dutch-accented English. While Americans prefer native English speech, the Dutch prefer the Dutch-accented stimuli. In addition, Dutch listeners are less efficient in processing words containing sounds that do not occur in Dutch even when listening to a native English speaker

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Dedication ix
  4. Alphabetical List of Contributors xi
  5. Acknowledgments xv
  6. Biographical Note xvii
  7. PART I: The nature of L2 speech learning
  8. The study of second language speech learning 3
  9. Nonnative and second-language speech perception 13
  10. Cross-language phonetic similarity of vowels 35
  11. Investigating the role of attention in phonetic learning 57
  12. You are what you eat phonetically 79
  13. PART II: The concept of foreign accent
  14. Nativelike pronunciation among late learners of French as a second language 99
  15. Second language acquisition of a regional dialect of American English by native Japanese speakers 117
  16. Acoustic variability and perceptual learning 135
  17. PART III: Consonants and vowels
  18. Strategies for Realization of L2-Categories 153
  19. Temporal remnants from Mandarin in nonnative English speech 167
  20. Cross-language consonant identification 185
  21. The relationship between identification and discrimination in cross-language perception 201
  22. PART IV: Beyond consonants and vowels
  23. Music and language learning 221
  24. Behavioral and cortical effects of learning a second language 239
  25. The perception of tones and phones 259
  26. Prosody in second language acquisition 281
  27. PART V: Emerging issues
  28. Implications of James E. Flege’s research for the foreign language classroom 301
  29. Speech learning, lexical reorganization, and the development of word recognition by native and non-native English speakers 315
  30. Phonemic errors in different word positions and their effects on intelligibility of non-native speech 331
  31. The graphical basis of phones and phonemes 349
  32. References 367
  33. Author Index 399
  34. Subject Index 405
https://doi.org/10.1075/lllt.17.14jon

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Dedication ix
  4. Alphabetical List of Contributors xi
  5. Acknowledgments xv
  6. Biographical Note xvii
  7. PART I: The nature of L2 speech learning
  8. The study of second language speech learning 3
  9. Nonnative and second-language speech perception 13
  10. Cross-language phonetic similarity of vowels 35
  11. Investigating the role of attention in phonetic learning 57
  12. You are what you eat phonetically 79
  13. PART II: The concept of foreign accent
  14. Nativelike pronunciation among late learners of French as a second language 99
  15. Second language acquisition of a regional dialect of American English by native Japanese speakers 117
  16. Acoustic variability and perceptual learning 135
  17. PART III: Consonants and vowels
  18. Strategies for Realization of L2-Categories 153
  19. Temporal remnants from Mandarin in nonnative English speech 167
  20. Cross-language consonant identification 185
  21. The relationship between identification and discrimination in cross-language perception 201
  22. PART IV: Beyond consonants and vowels
  23. Music and language learning 221
  24. Behavioral and cortical effects of learning a second language 239
  25. The perception of tones and phones 259
  26. Prosody in second language acquisition 281
  27. PART V: Emerging issues
  28. Implications of James E. Flege’s research for the foreign language classroom 301
  29. Speech learning, lexical reorganization, and the development of word recognition by native and non-native English speakers 315
  30. Phonemic errors in different word positions and their effects on intelligibility of non-native speech 331
  31. The graphical basis of phones and phonemes 349
  32. References 367
  33. Author Index 399
  34. Subject Index 405
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