The Beginnings of Non-School Room L2 Phonological Acquisition

Wode, Henning

doi:10.1515/iral.1978.16.1-4.109

Cited by 24 publications

(28 citation statements)

References 4 publications

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“…The remaining Germans' bat tokens, when misidentified, were heard as bet. This is consistent with previous observations of sound substitutions by German learners of English (Arndt & Careless, 1978;Barry, 1977Barry, ,1981Oakeshott-Taylor, 1976;Weiher, 1975;Wode, 1978Wode, ,1981.…”

Section: Hz) Native English Es3 Experienced Native German • • Inexpersupporting

confidence: 92%

“…It is well known to the extent of being a popular stereotype (Barry, 1981) that native Germans tend to substitute an /e/-like vowel for the new English vowel /as/ (Arnold & Hansen, 1968;Barry, 1977;Gimson, 1970;Jones, 1960;Keutsch, 1974;Kufner, 1971;Weiher, 1975;Wode, 1978Wode, , 1980Wode, , 1981. The present study showed that inexperienced native German speakers of English did not simply substitute their German Ul for English /ae/.…”

Section: Discussionmentioning

confidence: 99%

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The Production of New and Similar Vowels by Adult German Learners of English

1992

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The study reported in this paper examined the effect of second language (L2) experience on the production of L2 vowels for which acoustic counterparts are either present or absent in the first language (L1). The hypothesis being tested was that amount of L2 experience would not affect L1 German speakers' production of the "similar" English vowels /i, I, el, whereas English language experience would enable L1 Germans to produce an English-like /ae/, which has no counterpart in German. The predictions were tested in two experiments that compared the production of English /i, I, e, ae/ by two groups of L1 German speakers differing in English language experience and an L1 English control group. An acoustic experiment compared the three groups for spectral and temporal characteristics of the English vowels produced in /bW words. The same tokens were assessed for intelligibility in a labeling experiment. The results of both experiments were largely consistent with the hypothesis. The experienced L2 speakers did not produce the similar English vowels /i, I, el more intelligibly than the inexperienced L2 speakers, nor did experience have a positive effect on approximating the English acoustic norms for these similar vowels. The intelligibility results for the new vowel /as/ did This research was supported by a grant from the U.S. National Institutes of Health (NS20963-04) and conducted at the Department of Biocommunication, University of Alabama at Birmingham, USA. The authors thank Laurie Skelton for her help in conducting the listening experiment and two anonymous reviewers for their comments on a previous draft of this article.Part of the results reported here were presented at

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Section: Hz) Native English Es3 Experienced Native German • • Inexpersupporting

confidence: 92%

Section: Discussionmentioning

confidence: 99%

The Production of New and Similar Vowels by Adult German Learners of English

1992

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“…native-like) perceptual representation for the L2 sounds. Unless they have managed to establish phonetic categories for L2 sounds (see Flege, 1990; in press, a, b), adult learners will tend to identify unfamiliar L2 sounds in terms of an L1 category (Weinreich, 1953;Wode, 1977Wode, , 1978; see also Butcher, 1976). This process, called "interlingual identification", often amounts to fitting square pegs into round holes.…”

Section: Flegementioning

confidence: 99%

“…I have hypothesized that "new" L2 sounds will stop being identified with L1 sounds at some point in L2 learning, whereas "similar" L2 sounds will continue being identified with an L1 sound (Flege, 1988b;; in press, a, b; see also Oller & Ziahosseiny, 1970;Wode, 1977Wode, , 1978. As a result, adult learners may be able to establish phonetic categories for new L2 sounds and eventually produce them authentically.…”

Section: Changes In Lnterlingual Identificationmentioning

confidence: 99%

The Interlingual Identification of Spanish and English Vowels: Orthographic Evidence

Flege

1991

The Quarterly Journal of Experimental Psychology Section A

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When someone who is learning a second language (L2) produces a sound in the L2 using a familiar, native-language (L1) category, the L2 sound is said to have been "identified with" an L1 sound. Although interlingual identification exerts a powerful influence on L2 pronunciation, it is still poorly understood. Orthographic classification was used here to assess the interlingual identification of Spanish and English vowels. Sixty native speakers of Spanish in three experiments judged the vowels /i/, /I/, /e/, and /ae/ in multiple tokens of English words ("beat", "bit", "bet", "bat") spoken by ten native speakers of American English. The subjects labelled each English vowel by circling one of the five letters used to spell the vowel phonemes of Spanish (viz. less than i greater than, less than e greater than, less than a greater than, less than o greater than, less than u greater than) or by circling "none" if they thought they had heard a vowel not found in Spanish. Subjects who spoke English as an L2 used the "none" label more often than did Spanish monolinguals, suggesting that L2 learning heightens bilinguals' awareness of cross-language phonetic differences. Experienced Spanish speakers of English did use the "none" label more often than did inexperienced subjects (42% vs. 18%). A few subjects used the "none" label consistently for /ae/ and /I/, suggesting that they may have regarded these vowels as "new" (i.e., non-Spanish). However, the group data provided little support for the hypothesis that the adult Spanish learners of English treated either /ae/ or /I/ as new. The great majority of subjects, even those highly experienced in English, identified English /ae/ with their Spanish /a/.

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“…Such gradual approximations also occur in Ll acquisition of English (Macken and Barton 1977). Wode (1976Wode ( , 1977aWode ( , 1978Wode ( , 1981Wode ( , 1983 found that German speaking children learning English first substituted [w] for English /r/, then later used the "frictionless continuant [j]," and finally correctiy produced the /r/, which he transcribes äs [r]. 2 In another study, Hecht and Mulford (1982) showed there is considerable interaction between developmental and interference processes and that both can operate on the same segment.…”

Section: Developm En Tal Factorsmentioning

confidence: 99%

Foreign Accent: Recent Research and Theory

Major¹

1987

IRAL - International Review of Applied Linguistics in Language Teaching

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Dieser Artikel faßt einige neuere Veröffentlichungen über den Erwerb der Aussprache in einer Fremdsprache mit kritischer Bewertung zusammen. Während frühere Untersuchungen zur Zweitsprachenphonologie sich ausschließlich auf altersabhängige Interferenzfehler konzentrierten, hat die neuere Forschung gezeigt, daß die Aussprache in einer Fremdsprache sowohl durch Entwicklungsfaktoren als auch durch stilistische Erwägungen beeinflußt wird. Ein Überblick über die Literatur zeigt, daß diese Ursachen des fremdsprachlichen Akzents zwar gut dokumentiert sind, aber es scheint keine Untersuchungen zu geben, die Alter, Interferenzfehler, Entwicklungsfaktoren und Stilerwägungen zu bestimmten Stadien des Fremdsprachenerwerbs in Beziehung setzen.L'article resume quelques publications recentes portant sur l'acquisition de la prononciation d'une langue etrangere, avec des remarques critiques. Si les recherches anterieures sur la phonologie de la deuxieme langue ont ete concentrees uniquement sur les fautes d'interference, des investigations plus recentes ont demontre que la prononciation d'une langue etrangere est influencee aussi par des facteurs d'evolution et de style. Un apergu de la litterature montre que si ces differentes raisons d'un accent etranger sont d'une part bien documentees, il semble d'autre part qu'il nous manque des recherches qui mettent Tage, l'interference et les faits evolutifs et de style en rapport avec des etapes precises de l'acquisition de la langue etrangere.

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The Beginnings of Non-School Room L2 Phonological Acquisition

Cited by 24 publications

References 4 publications

The Production of New and Similar Vowels by Adult German Learners of English

The Production of New and Similar Vowels by Adult German Learners of English

The Interlingual Identification of Spanish and English Vowels: Orthographic Evidence

Foreign Accent: Recent Research and Theory

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