Testing the Cue-Weighting Transfer Hypothesis with Korean listeners’ perception of English lexical stress

2020 ◽  
Vol 148 (4) ◽  
pp. 2812-2812
Author(s):  
Hyoju Kim ◽  
Annie Tremblay
Keyword(s):  
Lexical Stress ◽  
Cue Weighting

scholarly journals Mandarin and English Adults’ Cue-Weighting of Lexical Stress

2020 ◽  
Author(s):  
Zhen Zeng ◽  
Karen Mattock ◽  
Liquan Liu ◽  
Varghese Peter ◽  
Alba Tuninetti ◽  
...  
Keyword(s):  
Lexical Stress ◽  
Cue Weighting

Dutch listeners' perception of English lexical stress: A cue-weighting approach

2021 ◽  
Vol 149 (6) ◽  
pp. 3703-3714
Author(s):  
Annie Tremblay ◽  
Mirjam Broersma ◽  
Yuyu Zeng ◽  
Hyoju Kim ◽  
Jinmyung Lee ◽  
...  
Keyword(s):  
Lexical Stress ◽  
Cue Weighting

Lexical Stress Effects in Silent Reading

2008 ◽  
Author(s):  
Mara E. Breen ◽  
Charles E. Clifton
Keyword(s):  
Silent Reading ◽  
Lexical Stress ◽  
Stress Effects

Lexical Stress in Urdu

2020 ◽  
Author(s):  
Benazir Mumtaz ◽  
Tina Bögel ◽  
Miriam Butt
Keyword(s):  
Lexical Stress

Glottalization and linking in the L2 speech of Czech learners of Spanish, Italian and Portuguese

2021 ◽  
pp. 026765832110158
Author(s):  
Radek Skarnitzl ◽  
Petr Čermák ◽  
Pavel Šturm ◽  
Zora Obstová ◽  
Jan Hricsina
Keyword(s):  
Logistic Regression Model ◽  
Native Speakers ◽  
Mixed Effects ◽  
Lexical Stress ◽  
The Other ◽  
Target Language ◽  
Romance Languages ◽  
Short Text ◽  
Sound Pattern ◽  
Frequent Use

The use of linking or glottalization contributes to the characteristic sound pattern of a language, and the use of one in place of the other may affect a speaker’s comprehensibility and fluency in certain contexts. In this study, native speakers of Czech, a language that is associated with a frequent use of glottalization in vowel-initial word onsets, are examined in the second language (L2) context of three Romance languages that predominantly employ linking between words (Spanish, Italian and Portuguese). In total, 29 native speakers and 51 non-native learners were asked to read a short text in the respective language. The learners were divided into two groups based on their experience with the target language. A number of other factors were examined in a mixed-effects logistic regression model (segmental context, lexical stress, prosodic breaks, and the semantic status of the words). The main results show that, regardless of the target language, the more experienced (ME) learners displayed significantly lower rates of glottalization than the less experienced (LE) learners, but significantly higher rates than native speakers. The pedagogical implications of the results are discussed.

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