Dynamic systems, maturational constraints and L1 phonetic attrition

Abstract

The present study comprises a phonetic analysis of the lateral phoneme /l/ in the first (L1) and second language (L2) of 10 late German-English bilinguals. The primary objective of the study was to compare the predictive power of dynamic systems theory with that of maturational constraints through a phonetic investigation of L1 attrition in the lateral phoneme /l/ of the late bilinguals. The results revealed L1 attrition in the lateral phoneme /l/, as well as a high degree of interpersonal and intrapersonal variation. These patterns are discussed in relation to dynamic systems theory and maturational constraints. Moreover, the degree of permanency of L1 attrition is discussed in relation to methodological considerations in studies on L1 attrition. It is proposed that maturational constraints are insufficient in explaining the results and that bilingual language development can be more adequately explained through dynamic systems theory, which explicitly incorporates a multitude of predictor variables across the lifespan, in addition to age constraints.

The phonetics of second language learning and bilingualism

“…In regard to modeling, Tobin, Nam and Fowler (2017) provide an example of a formal computational account of shifts in bilingual speech through variation in the ambient language environment. This computational account assumes a dynamical systems framework, increasingly common in research on language development and change (see, e.g., de Bot, Lowie and Verspoor, 2007;de Leeuw, Mennen and Scobbie, 2013), and is also consistent with exemplar approaches to phonology and L2 acquisition incorporating a role for episodic memory (Johnson, 1997;Pierrehumbert, 2001;Hazan, 2007).…”

Language change and linguistic inquiry in a world of multicompetence: Sustained phonetic drift and its implications for behavioral linguistic research

“…As for vowel formants, early-onset L2 experience in Spanish is linked to lower F 1 values in L1 Quichua vowels (Guion, 2003), while late-onset L2 immersion in English is linked to higher F values in most L1 Dutch vowels (Mayr et al, 2012). Late-onset English immersion can also affect the production of laterals and rhotics in L1 German, as indexed by F 1 , F 2 , and F 3 (de Leeuw et al, 2013;Ulbrich & Ordin, 2014;Bergmann et al, 2016).…”

Can perception training improve the production of second language phonemes? A meta-analytic review of 25 years of perception training research

“…The difficulties that nonnative speakers encounter with perception of particular phonemic contrasts present an appealing environment for researchers interested in the plasticity of an adult learner's native phonemic representations (e.g., de Leeuw, Mennen, & Scobbie, 2013; Hazan, Sennema, Iba, & Faulkner, 2005; Iverson, Pinet, & Evans, 2012; Lambacher, Martens, & Kakehi, 2002; Lengeris, 2008; Lively, Pisoni, & Logan, 1991; Mora & Nadeu, 2012). In cases where naturalistic exposure is not sufficient to help the learner create a new phoneme category, training can provide enough dense and targeted input to help the learner perceive the problematic phone(s) correctly.…”