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The present study addresses the question of how German vowels are perceived and produced by Polish learners of German as a Foreign Language. It comprises three main experiments: a discrimination experiment, a production experiment, and an identification experiment. With the exception of the discrimination task, the experiments further investigated the influence of orthographic marking on the perception and production of German vowel length. It was assumed that explicit markings such as the Dehnungs-h ("lengthening h") could help Polish GFL learners in perceiving and producing German words more correctly. The discrimination experiment with manipulated nonce words showed that Polish GFL learners detect pure length differences in German vowels less accurately than German native speakers, while this was not the case for pure quality differences. The results of the identification experiment contrast with the results of the discrimination task in that Polish GFL learners were better at judging incorrect vowel length than incorrect vowel quality in manipulated real words. However, orthographic marking did not turn out to be the driving factor and it is suggested that metalinguistic awareness can explain the asymmetry between the two perception experiments. The production experiment supported the results of the identification task in that lengthening h did not help Polish learners in producing German vowel length more correctly. Yet, as far as vowel quality productions are concerned, it is argued that orthography does influence L2 sound productions because Polish learners seem to be negatively influenced by their native grapheme-to-phoneme correspondences. It is concluded that it is important to differentiate between the influence of the L1 and L2 orthographic system. On the one hand, the investigation of the influence of orthographic vowel length markers in German suggests that Polish GFL learners do not make use of length information provided by the L2 orthographic system. On the other hand, the vowel quality data suggest that the L1 orthographic system plays a crucial role in the acquisition of a foreign language. It is therefore proposed that orthography influences the acquisition of foreign sounds, but not in the way it was originally assumed.
Including contributions from a team of world-renowned international scholars, this volume is a state-of-the-art survey of second language speech research, showcasing new empirical studies alongside critical reviews of existing influential speech learning models. It presents a revised version of Flege's Speech Learning Model (SLM-r) for the first time, an update on a cornerstone of second language research. Chapters are grouped into five thematic areas: theoretical progress, segmental acquisition, acquiring suprasegmental features, accentedness and acoustic features, and cognitive and psychological variables. Every chapter provides new empirical evidence, offering new insights as well as challenges on aspects of the second language speech acquisition process. Comprehensive in its coverage, this book summarises the state of current research in second language phonology, and aims to shape and inspire future research in the field. It is an essential resource for academic researchers and students of second language acquisition, applied linguistics and phonetics and phonology.
Through several reviews and original work, the book focuses on three key topics: first, the role of real-time auditory feedback in learning, second, the role of motor aspects for learning and memory, and third, representations in memory and the role of sleep on memory consolidation.
This volume is a collection of 13 chapters, each devoted to a particular issue that is crucial to our understanding of the way learners acquire, learn, and use an L2 sound system. In addition, it spans both theory and application in L2 phonology. The book is divided into three parts, with each section unified by broad thematic content: Part I, “Theoretical Issues and Frameworks in L2 Phonology,” lays the groundwork for examining L2 phonological acquisition. Part II, “Second Language Speech Perception and Production,” examines these two aspects of L2 speech in more detail. Finally, Part III, “Technology, Training, and Curriculum,” bridges the gap between theory and practice. Each chapter examines theoretical frameworks, major research findings (both classic and recent), methodological issues and choices for conducting research in a particular area of L2 phonology, and major implications of the research findings for more general models of language acquisition and/or pedagogy.
The Psycholinguistics of Bilingualism presents a comprehensive introduction to the foundations of bilingualism, covering language processing, language acquisition, cognition and the bilingual brain. This thorough introduction to the psycholinguistics of bilingualism is accessible to non-specialists with little previous exposure to the field Introduces students to the methodological approaches currently employed in the field, including observation, experimentation, verbal and computational modelling, and brain imaging Examines spoken and written language processing, simultaneous and successive language acquisition, bilingual memory and cognitive effects, and neurolinguistic and neuro-computational models of the bilingual brain Written in an accessible style by two of the field’s leading researchers, together with contributions from internationally-renowned scholars Featuring chapter-by-chapter research questions, this is an essential resource for those seeking insights into the bilingual mind and our current knowledge of the cognitive basis of bilingualism
Examines advanced approaches to sound change from various theoretical and methodological perspectives, including articulatory variation and modeling, speech perception mechanisms and neurobiological processes, geographical and social variation, and diachronic phonology.
Review text: "This volume contains exciting and potentially valuable new contributions that attempts to expand our understanding of the role of phonology and phonetics in speech perception. This volume has much to contribute for not just linguistics, but psycholinguistics more generally, and so concepts contained in this volume should form the basis of many discussions in future speech perception studies."Andrew Blyth in: Linguist List 21.3465.
The idea that speech is a dynamic process is a tautology: whether from the standpoint of the talker, the listener, or the engineer, speech is an action, a sound, or a signal continuously changing in time. Yet, because phonetics and speech science are offspring of classical phonology, speech has been viewed as a sequence of discrete events-positions of the articulatory apparatus, waveform segments, and phonemes. Although this perspective has been mockingly referred to as "beads on a string", from the time of Henry Sweet's 19th century treatise almost up to our days specialists of speech science and speech technology have continued to conceptualize the speech signal as a sequence of static states interleaved with transitional elements reflecting the quasi-continuous nature of vocal production. This book, a collection of papers of which each looks at speech as a dynamic process and highlights one of its particularities, is dedicated to the memory of Ludmilla Andreevna Chistovich. At the outset, it was planned to be a Chistovich festschrift but, sadly, she passed away a few months before the book went to press. The 24 chapters of this volume testify to the enormous influence that she and her colleagues have had over the four decades since the publication of their 1965 monograph.