Phonetic transfer in language contact: Evidence for equivalence classification in the mid-vowels of Occitan–French bilinguals

Mooney, Damien

doi:10.1017/s0025100317000366

Cited by 9 publications

(4 citation statements)

References 46 publications

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“…It is also a kind of development. Such development is normally observed when learners realize some difference between an L2 sound and the closest L1 sound, but they cannot acquire such an L2 sound accurately (Mooney, 2019;Syed & Saleem, 2019).…”

Section: Presentation Of Datamentioning

confidence: 99%

Acquisition of Voice Onset Time for Voiced Plosives of English by Adult Learners of Balochistan

Syed¹,

Aldaihani²,

Bibi³

2023

IJEL

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This study focuses on two experiments conducted with Eastern and Western Balochi speakers. In Eastern Balochi, voiceless stops have aspirated features, but in Western Balochi, they are unaspirated. Eighty-four native speakers of both dialects of Balochi participated in this study. Participants of the first experiment produced words of their L1 in a picture naming task, and those of the second experiment read words in English. VOTs of the L1 and L2 voiced stops elicited from recordings of the productions. Results show that speakers of Western Balochi transfer their L1 negative VOTs to L2 English-voiced stops. However, Eastern Balochi speakers produce English-voiced stops with VOTs, significantly different from their L1 VOTs. Though they could not produce English-voiced stops with native-like accuracy, they produced English stops with significantly longer pre-voicing duration than their L1-voiced stops. Therefore, the study concludes that speakers of those languages with stops with negative VOT ranges face more difficulty acquiring L2 voiced stops of short-lag positive VOTs than those learners whose L1 does not have such stops. The speech learning model is used in this study to analyze all results.

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Section: Presentation Of Datamentioning

confidence: 99%

Acquisition of Voice Onset Time for Voiced Plosives of English by Adult Learners of Balochistan

Syed¹,

Aldaihani²,

Bibi³

2023

IJEL

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“…The current study contributes to a growing body of variationist work examining transfer in situations of long-term bilingualism (e.g., Davidson 2015;Nagy 2015;Mooney 2019;Gafter and Horesh 2020). One particular strand of this research has been the analysis of speech in contexts of language revitalisation, wherein a clear distinction in speech patterns has been found between so-called 'new speakers', who have acquired the language outside of the home, and 'traditional speakers' (e.g., Nance 2013Nance , 2015.…”

Section: Introductionmentioning

confidence: 90%

Social Influences on Phonological Transfer: /r/ Variation in the Repertoire of Welsh-English Bilinguals

Morris

2021

Languages

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It is well known that cross-linguistic interactions can exist between the two languages in a bilingual speaker’s repertoire. At the level of phonetics and phonology, this interaction may result in the transfer of a feature from one language to the other or the ‘merging’ of phonetic properties between languages. Although there are numerous studies of bilingual speakers which show such interactions, relatively little is known about the nature of transfer in communities of long-term bilingualism. The current study investigates phonological transfer of /r/ in Welsh-English bilinguals’ speech in north Wales. Specifically, it compares the influence of speaker gender, home language, and speech context on the production of /r/ in both English and Welsh in two communities which differ in the extent to which Welsh is spoken as a community language. It is commonly assumed that the alveolar trill [r] and alveolar tap [ɾ] are the variants of /r/ in Welsh. In English, the alveolar approximant [ɹ] is typical across Wales, but the trill and tap are reported in areas where a high proportion of the population speaks Welsh. Data in both languages were collected from 32 Welsh-English bilinguals (aged 16–18) via sociolinguistic interview and wordlist tasks. The sample was stratified equally by speaker gender, home language, and area (predominantly Welsh-speaking vs. predominantly English-speaking). The results show areal differences in the production of /r/ in both languages, which, I argue, could be attributed partly to differing social structures in the communities under investigation. Consequently, the results showed evidence of bi-directional phonological transfer, which is community-specific and influenced by a number of social factors.

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“…Although evidence for bilingual dominance, and thus exposure, effects for children's phonetic patterning is fairly scarce (but see Bijeljac-Babic, Serres, Höhle, and Nazzi 2012), these influences are well-documented for adults in situations of language contact (Henriksen, García-Amaya, Coetzee, and Wissing 2019, Mooney 2019, Onosson and Stewart 2021, Simonet 2011, Yao and Chang 2016. For example, Guion (2003) found that age of Spanish acquisition affected the ability of Quichua-Spanish speakers in highland Ecuador to partition the vowel space across the two languages.…”

Section: Exposure Effects In Bilingual Developmentmentioning

confidence: 99%

Language exposure predicts children’s phonetic patterning: Evidence from language shift

Cychosz¹

2022

Language

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Although understanding the role of the environment is central to language acquisition theory, rarely has this been studied for children's phonetic development; and receptive and expressive language experiences in the environment are not distinguished. This last distinction may be crucial for child speech production in particular because production requires coordination of low-level speech-motor planning with high-level linguistic knowledge. In this study, the role of the environment is evaluated in a novel way-by studying phonetic development in a bilingual community undergoing rapid language shift. This sociolinguistic context provides a naturalistic gradient of the amount of children's exposure to two languages and the ratio of expressive to receptive experiences. A largescale child language corpus encompassing over 500 hours of naturalistic South Bolivian Quechua and Spanish speech was efficiently annotated for children's and their caregivers' bilingual language use. These estimates were correlated with children's patterns in a series of speech production tasks. The role of the environment varied by outcome: children's expressive language experience best predicted their performance on a coarticulation-morphology measure while their receptive experience predicted performance on a lower-level measure of vowel variability. Overall these bilingual exposure effects suggest a pathway for children's role in language change whereby language shift can result in different learning outcomes within a single speech community. Appropriate ways to model language exposure in development are discussed.

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Phonetic transfer in language contact: Evidence for equivalence classification in the mid-vowels of Occitan–French bilinguals

Cited by 9 publications

References 46 publications

Acquisition of Voice Onset Time for Voiced Plosives of English by Adult Learners of Balochistan

Acquisition of Voice Onset Time for Voiced Plosives of English by Adult Learners of Balochistan

Social Influences on Phonological Transfer: /r/ Variation in the Repertoire of Welsh-English Bilinguals

Language exposure predicts children’s phonetic patterning: Evidence from language shift

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