Second‐language experience and speech‐in‐noise recognition: The role of talker‐listener accent similarity.

2010 ◽  
Vol 128 (4) ◽  
pp. 2485-2485
Author(s):  
Melanie Pinet ◽  
Paul Iverson ◽  
Mark Huckvale
Keyword(s):  
Second Language ◽  
Language Experience ◽  
Speech In Noise

Interlingual identification and the role of foreign language experience in L2 vowel perception

1990 ◽  
Vol 11 (3) ◽  
pp. 303-328 ◽  
Author(s):  
Ocke-Schwen Bohn ◽  
James Emil Flege
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Control Group ◽  
Vowel Duration ◽  
Language Experience ◽  
Vowel Perception ◽  
Spectral Cues ◽  
Vowel Contrast ◽  
The Continuum

ABSTRACTThis article examines the perception of four English vowels (/i, i, ε, æ/) by adult native speakers of German. From the standpoint of German, it appears that English /i, i,ε/ are perceptually similar, if not identical, to German /i, i, ε,/ whereas /ε/ is a “new” vowel for German learners of English. The role of foreign language experience in the perception of second language vowels was examined through labeling responses to members of synthetic continua (beat-bit, bet-bat) in which vowel duration and spectrum were varied factorily. The subjects were relatively experienced and inexperienced second language (L2) learners and a monolingual English control group. The results suggest that L2 experience did not affect perception for the continuum with the two “similar” vowels /i/ and /I/. However, for the continuum involving the “new” vowel /æ/, the experienced Germans more closely resembled the native English speakers than the inexperienced Germans. The predominant use of duration cues in differentiating the English /ε/–/æ/ contrast by the inexperienced Germans suggested that when spectral cues are insufficient to differentiate an L2 vowel contrast, duration will be used.

scholarly journals Language and categorization in monolinguals and bilinguals

2019 ◽  
Vol 23 (3) ◽  
pp. 618-630
Author(s):  
Sarah Fairchild ◽  
Anna Papafragou
Keyword(s):  
Second Language ◽  
Language Processing ◽  
Cognitive Abilities ◽  
Baseline Condition ◽  
Language Experience ◽  
Perceptual Evidence ◽  
Linguistic Labels

AbstractPeople assume that objects labelled alike belong to the same category. Here we asked whether the role of labels in categorization depends on individuals' language experience, linguistic abilities, and/or cognitive abilities. We compared monolinguals' and bilinguals' use of phonologically licit words (zeg), illicit words (gsz), and non-linguistic frames (in addition to a baseline condition with no additional cues) in forming novel categories. For both groups, licit words affected categorization more than frames, especially in the absence of perceptual evidence for category boundaries; illicit words also shifted categorization preferences compared to frames. Furthermore, linguistic abilities predicted reliance on both licit and illicit words, and bilingualism predicted reliance on illicit words in categorization. Thus, in both monolinguals and bilinguals, novel (and even unconventional) linguistic labels act as unique category markers but their use in categorization depends on individual language processing skills (and, in some cases, exposure to a second language).

Könyvismertetések

2007 ◽  
Vol 62 (2) ◽  
pp. 253-265
Author(s):  
István Fekete ◽  
Mária Gósy ◽  
Rozália Eszter Ivády ◽  
Péter Kardos
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Speech Production ◽  
Perception And Action

DianePecherés RolfA. Zwaan(szerk.): Grounding cognition: The role of perception and action in memory, language, and thinking (Fekete István)     253 CsépeValéria: Az olvasó agy (Gósy Mária) 256 Kormos, Judit: Speech production and second language acquisition (Ivády Rozália Eszter)      260 MarosánGyörgy: Hogyan készül a történelem? (Kardos Péter) 263

Language Ideology and Second Language Learning

2008 ◽  
Vol 155 ◽  
pp. 95-115 ◽  
Author(s):  
Theresa McGarry
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Ideology ◽  
Second Language Learning ◽  
Classroom Practices ◽  
Explanatory Power

AbstractThe increasing recognition of the concept language ideology and the corresponding increasing use of the term have not yet been matched by applications in the field of second language acquisition. However, applications of the concept in analysis of actual classroom practices have shown it to have considerable explanatory power. Greater consideration of language ideology in SLA is necessary not only to achieve greater understanding of the role of ideology in various areas but also to show connections between these areas that may yield important generalizations and to impel the application of the concept in areas where it has been neglected by highlighting its uneven treatment.

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