Production of French vowels by American-English learners of French: Language experience, consonantal context, and the perception-production relationship

Levy, Erika S.; Law, Franzo

doi:10.1121/1.3466879

Cited by 69 publications

(74 citation statements)

References 36 publications

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“…In other words, they may have simply been drawing upon vowel tokens that were already in their repertoire: particularly fronted versions of English /u/. It has been proposed that due to the fact that American English /u/, which is already relatively front on average, is further fronted in the context of alveolars, the front vowel /y/ may not actually constitute a "new" vowel for English-speaking L2 learners, but instead a "similar" vowel, at least in the context of alveolars (Strange et al, 2007;Levy, 2009;Levy and Law, 2010). Documented perceptual assimilation patterns in which English speakers identify German and French /y/ as closest to English /u/ (e.g.…”

Section: B "New" Vs "Similar" Categoriesmentioning

confidence: 99%

Production of phonetic and phonological contrast by heritage speakers of Mandarin

Chang

Yao

Haynes

et al. 2011

The Journal of the Acoustical Society of America

102

107

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This study tested the hypothesis that heritage speakers of a minority language, due to their childhood experience with two languages, would outperform late learners in producing contrast: language-internal phonological contrast, as well as cross-linguistic phonetic contrast between similar, yet acoustically distinct, categories of different languages. To this end, production of Mandarin and English by heritage speakers of Mandarin was compared to that of native Mandarin speakers and native American English-speaking late learners of Mandarin in three experiments. In Experiment 1, back vowels in Mandarin and English were produced distinctly by all groups, but the greatest separation between similar vowels was achieved by heritage speakers. In Experiment 2, Mandarin aspirated and English voiceless plosives were produced distinctly by native Mandarin speakers and heritage speakers, who both put more distance between them than late learners. In Experiment 3, the Mandarin retroflex and English palato-alveolar fricatives were distinguished by more heritage speakers and late learners than native Mandarin speakers. Thus, overall the hypothesis was supported: across experiments, heritage speakers were found to be the most successful at simultaneously maintaining language-internal and cross-linguistic contrasts, a result that may stem from a close approximation of phonetic norms that occurs during early exposure to both languages.

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Section: B "New" Vs "Similar" Categoriesmentioning

confidence: 99%

Production of phonetic and phonological contrast by heritage speakers of Mandarin

Chang

Yao

Haynes

et al. 2011

The Journal of the Acoustical Society of America

102

107

View full text Add to dashboard Cite

show abstract

“…However, the relation between the two abilities is rather complex and still a matter of debate. This seems due to the fact that there is not a well-established link in terms of empirical evidence (Levy & Law, 2010). In fact, some studies have found an opposite pattern where production precedes perception.…”

Section: Introductionmentioning

confidence: 79%

“…There are a number of studies that support these theoretical claims and have identified a link between perception and production (e.g., Flege, Bohn, & Jang, 1997;Levy & Law, 2010;Morrison, 2003Morrison, , 2006Rallo Fabra & Romero, 2012;Rauber, Escudero, Bion, & Baptista, 2005). In particular, these studies suggest that a learner's perception of the L2 influences their production of the L2 (Levy & Law, 2010;Llisterri, 1995;Morrison, 2003).…”

Section: Introductionmentioning

confidence: 91%

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Relación entre la percepción y la producción de las vocales del portugués brasileño por parte de monolingües de español europeo

Elvin

Williams

Escudero

2017

loquens

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This study investigates the relationship between non-native perception and production of Brazilian Portuguese (BP) vowels by eight European Spanish monolinguals. Participants' accuracy on a non-native discrimination task was used to predict performance in non-native production. We also investigated the acoustic similarity between participants' non-native and native vowel productions. The findings indicate a perception-production link: non-native vowels which were perceptually difficult to discriminate were also less stable and more varied when produced. These findings support the claim of the Second Language Linguistic Perception model (Escudero, 2005;van Leussen & Escudero, 2015) that learners initially perceive and produce the sounds of a second language according to the acoustic properties of the sounds produced in their native language.Keywords: non-native perception; non-native production; interrelation. RESUMEN:Relación entre la percepción y la producción de las vocales del portugués brasileño por parte de monolingües de español europeo. -Este estudio examina la relación entre la percepción y la producción de las vocales del portugués brasileño por ocho hablantes monolingües de español europeo. Los resultados de la estrategia de discriminación de las vocales por parte de los sujetos del estudio se utilizaron para predecir los de la estrategia de producción por parte de hablantes no nativos de portugués. También investigamos las similitudes acústicas entre la producción de las vocales de la lengua propia de los participantes (el español) y las del portugués. Los resultados indican que existe una relación entre la percepción y la producción de las vocales; en concreto, las vocales que presentaron dificultades de percepción se produjeron de manera menos estable y con más variabilidad en la segunda lengua (el portugués, en este caso). Los resultados se corresponden con el modelo propuesto por la teoría de la Second Language Linguistic Perception (Escudero, 2005;van Leussen & Escudero, 2015) que sostiene que, en los estados iniciales de la adquisición, un individuo percibe y produce los sonidos del segundo idioma con las propiedades acústicas de los sonidos del idioma propio o primera lengua.Palabras clave: percepción de vocales no nativas; producción de vocales no nativas; interrelación entre ambas.

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“…In the investigation, we focus on the acquisition of the French phoneme /y/ (as in tu /ty/ 'you') for two main reasons: (1) the sound is highly difficult to acquire in both production and perception (e.g. Baker and Smith, 2010;Levy and Law II, 2010;Rochet, 1995); and (2) it has a high functional load in the target language (Jenkins, 2002;King, 1967), as it is used to distinguish many French minimal pairs such as au-dessous /od.su/ 'below' and au-dessus /od.sy/ 'above'. To our knowledge, there are no studies that have investigated the use of ASR on mobile devices for pronunciation teaching (see also Godwin-Jones, 2009, for a similar observation).…”

Section: Introductionmentioning

confidence: 99%

Mobile speech recognition software: A tool for teaching second language pronunciation

Liakin¹,

Cardoso²,

Liakina³

2013

OLBIWP

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This study examines the impact of the pedagogical use of mobile automatic speech recognition software (ASR) on the acquisition of the French vowel /y/ in production and perception. The participants were 42 beginner French students with no previous training in French phonetics and exposure to speech recognition software. They were divided into three experimental groups: (1) the ASR Group used an ASR application installed on their mobile devices to complete weekly pronunciation activities, with immediate written visual (textual) feedback provided by the software; (2) the Non-ASR Group completed the same weekly pronunciation activities in individual weekly sessions with a teacher, who provided immediate oral feedback using recast and repetitions; finally, (3) the Control Group participated in weekly individual meetings "to practice their conversation skills" with a teacher, who provided no pronunciation feedback. Following a pre-test/post-test design, our findings indicate that the ASR Group outperformed the other groups in French /y/ production, but not in perception.Key words: automatic speech recognition, pronunciation teaching, French phonology, production, perception RésuméCette recherche étudie l'impact de l'utilisation pédagogique des logiciels mobiles de reconnaissance automatique de la parole (RAP) sur l'acquisition de la voyelle française /y/ dans la production et dans la perception. OLBI WORKING PAPERSQuarante-deux participants étaient des débutants en français sans aucune expérience préalable dans la phonétique et sans exposition à des logiciels de reconnaissance de la parole. Ils ont été divisés en trois groupes expé-rimentaux : (1) le groupe RAP a utilisé une application de RAP installée sur des appareils mobiles pour compléter des activités hebdomadaires de prononciation, avec une rétroaction immédiate écrite visuelle (textuelle) fournie par le logiciel, (2) le groupe non-RAP a complété les mêmes activités hebdomadaires de prononciation lors des rencontres individuelles avec un professeur qui a fourni une rétroaction immédiate orale, et enfin, (3) le groupe de contrôle a participé à des rencontres hebdomadaires individuelles avec un professeur pour pratiquer l'oral sans aucune rétro-action. En suivant le design de pré-test/post-test, nos résultats indiquent que le groupe RAP a dépassé les autres groupes dans la production de la voyelle /y/, mais pas dans sa perception.Mots-clés : reconnaissance automatique de la parole, enseignement de la prononciation, phonologie du français, production, perception

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Production of French vowels by American-English learners of French: Language experience, consonantal context, and the perception-production relationship

Cited by 69 publications

References 36 publications

Production of phonetic and phonological contrast by heritage speakers of Mandarin

Production of phonetic and phonological contrast by heritage speakers of Mandarin

Relación entre la percepción y la producción de las vocales del portugués brasileño por parte de monolingües de español europeo

Mobile speech recognition software: A tool for teaching second language pronunciation

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