Bidirectional influence on L1 Spanish and L2 English stop perception: The role of L2 experience

Abstract

Previous research found that second language (L2) experience may cause an interaction between first language (L1) and L2 categories. This study examines the effect of L2 experience on L1 and L2 stop perception. Three groups of Spanish learners of English varying in L2 experience completed a /p/-/b/ identification task—which included stimuli varying along a Voice Onset Time continuum—in each language. Results suggested that L2 experience improves the perception of L2 stops, but that it also affects L1 perception. Moreover, all groups appeared to have a shared L1-L2 category for bilabial stops, as perception patterns did not differ between languages.

Neurodevelopmental oscillatory basis of speech processing in noise

“…Indeed, it has been hypothesized that multiple language properties could impact CTS ( Lallier et al, 2017 ). Multilingualism may also affect the way humans perceive their own language ( Gorba, 2019 ). However, these effects are rather subtle ( Gorba, 2019 ) and in a previous study, the degree of proficiency in a second language did not affect CTS in the native language ( Lizarazu et al, 2021 ).…”

Neurodevelopmental Oscillatory Basis of Speech Processing in Noise

“…Multilingualism may also affect the way humans perceive their own language (Gorba, 2019). However, these effects are rather subtle (Gorba, 2019) and in a previous study, the degree of proficiency in a second language did not affect CTS in the native language (Lizarazu et al, 2021). This makes it unlikely that the diversity in our participants' experience with other languages impacted our results.…”

“…Indeed, it has been hypothesized that multiple language properties could impact CTS (Lallier et al, 2017). Multilingualism may also affect the way humans perceive their own language (Gorba, 2019). However, these effects are rather subtle (Gorba, 2019) and in a previous study, the degree of proficiency in a second language did not affect CTS in the native language (Lizarazu et al, 2021).…”

The acquisition of L2 voiced stops by English learners of Spanish and Spanish learners of English

“…The extent and direction of crosslinguistic influence may in fact be modulated by a number of factors, including, for instance, starting age of learning, L1 and L2 use, formal instruction and motivation (Piske et al, 2001). A wide range of studies have investigated the effect of length of residence in an L2 setting (e.g., Bohn and Flege 1990;Flege 1987;Flege et al, 1997;Gorba 2019;Gorba and Cebrian 2021;Jun and Cowie 1994;Levy and Law 2010;Stevens 2001). Overall, living in an L2 setting has been found to improve the production of L2 sounds.…”

“…Adult learners of a second language (L2) often produce L2 sounds differently from native speakers, as their first language (L1) may have influenced their L2 speech (Best and Tyler, 2007;Flege, 1995;Kuhl, 1991). Gaining experience in the L2 -which may involve length of residence in an L2 setting (e.g., Flege 1987, 1995, Flege et al 1997Gorba 2019;Gorba and Cebrian 2021;Jun and Cowie 1994;Levy and Law 2010), L2 use (e.g., Kartushina and Martin 2019;Piske et al 2001) or L2 instruction (e.g., Dmitrieva et al 2020;Nagle 2019) -may help L2 learners improve their pronunciation in the target language. Moreover, the L1 of an L2 learner may also be affected in the process of learning an L2.…”