The effect of consonant context on vowel goodness rating

1998 ◽  
Vol 104 (3) ◽  
pp. 1759-1759 ◽  
Author(s):  
Alice Faber ◽  
Julie M. Brown
Keyword(s):  
Goodness Rating

Cross-Linguistic Perceptual Categorization of the Three Corner Vowels: Effects of Listener Language and Talker Age

2020 ◽  
pp. 002383092094324
Author(s):  
Hyunju Chung ◽  
Benjamin Munson ◽  
Jan Edwards
Keyword(s):  
American English ◽  
Perceptual Categorization ◽  
Perceptual Space ◽  
Formant Frequencies ◽  
Goodness Rating ◽  
First Languages ◽  
Second Formant ◽  
Vowel Categories

The present study examined the center and size of naïve adult listeners’ vowel perceptual space (VPS) in relation to listener language (LL) and talker age (TA). Adult listeners of three different first languages, American English, Greek, and Korean, categorized and rated the goodness of different vowels produced by 2-year-olds and 5-year-olds and adult speakers of those languages, and speakers of Cantonese and Japanese. The center (i.e., mean first and second formant frequencies (F1 and F2)) and size (i.e., area in the F1/F2 space) of VPSs that were categorized either into /a/, /i/, or /u/ were calculated for each LL and TA group. All center and size calculations were weighted by the goodness rating of each stimulus. The F1 and F2 values of the vowel category (VC) centers differed significantly by LL and TA. These effects were qualitatively different for the three vowel categories: English listeners had different /a/ and /u/ centers than Greek and Korean listeners. The size of VPSs did not differ significantly by LL, but did differ by TA and VCs: Greek and Korean listeners had larger vowel spaces when perceiving vowels produced by 2-year-olds than by 5-year-olds or adults, and English listeners had larger vowel spaces for /a/ than /i/ or /u/. Findings indicate that vowel perceptual categories of listeners varied by the nature of their native vowel system, and were sensitive to TA.

scholarly journals English vowel perception by Polish advanced learners of English

2018 ◽  
Vol 63 (3) ◽  
pp. 309-338 ◽  
Author(s):  
Anna Balas
Keyword(s):  
Foreign Language ◽  
First Year ◽  
Classroom Setting ◽  
Advanced Learners ◽  
Vowel Perception ◽  
Place Of Articulation ◽  
Goodness Rating ◽  
Expected Performance ◽  
English Vowels ◽  
Assimilation Model

AbstractThis article examines English vowel perception by advanced Polish learners of English in a formal classroom setting (i.e., they learnt English as a foreign language in school while living in Poland). The stimuli included 11 English noncewords in bilabial (/bVb/), alveolar (/dVd/) and velar (/gVg/) contexts. The participants, 35 first-year English majors, were examined during the performance of three tasks with English vowels: a categorial discrimination oddity task, an L1 assimilation task (categorization and goodness rating) and a task involving rating the (dis-)similarities between pairs of English vowels. The results showed a variety of assimilation types according to the Perceptual Assimilation Model (PAM) and the expected performance in a discrimination task. The more difficult it was to discriminate between two given vowels, the more similar these vowels were judged to be. Vowel contrasts involving height distinctions were easier to discriminate than vowel contrasts with tongue advancement distinctions. The results also revealed that the place of articulation of neighboring consonants had little effect on the perceptibility of the tested English vowels, unlike in the case of lower-proficiency learners. Unlike previous results for naïve listeners, the present results for advanced learners showed no adherence to the principles of the Natural Referent Vowel framework. Generally, the perception of English vowels by these Polish advanced learners of English conformed with PAM's predictions, but differed from vowel perception by naïve listeners and lower-proficiency learners.

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