Acquiring Angma: The Velar Nasal in Advanced Learners’ English

Gonet, Wiktor; Szpyra-Kozłowska, Jolanta; Święciński, Radosław

doi:10.1007/978-3-642-24019-5_4

Cited by 2 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The formant values for /æ/ in the present study are typical of the current British English centralized low /æ/ as reported by Hawkins and Midgley (2005), as opposed to the former front /æ/. The results suggest that participants considered it to be a perceptual counterpart of Polish /a/; 4 the production results obtained by Gonet et al (2010) pointing to the Polish vowels /e/ and /a/ as substitutes for English /æ/ are therefore probably based heavily on spelling. The English /ʌ/ in 82% of instances was categorized as Polish /a/, though with slightly lower goodness ratings of 4.6 points.…”

Section: Discussionsupporting

confidence: 86%

“… 4 In production, English /æ/ is commonly replaced by the Polish vowels /e/ and /a/, based on a ‘false friends’, segmental and suprasegmental context (Gonet et al 2010). The present results, however, are in line with Rojczyk (2010, 2011), who found that /æ/ and /ʌ/ are spectrally subsumed by Polish /a/, and that stimuli with longer durations tend to be identified as /æ/ and with shorter durations as /ʌ/, irrespective of their spectral characteristics.…”

mentioning

confidence: 99%

See 1 more Smart Citation

English vowel perception by Polish advanced learners of English

Balas

2018

Can. J. Linguist.

View full text Add to dashboard Cite

This 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.

show abstract

Section: Discussionsupporting

confidence: 86%

mentioning

confidence: 99%

English vowel perception by Polish advanced learners of English

Balas

2018

Can. J. Linguist.

View full text Add to dashboard Cite

show abstract

“…As can be observed, the stimuli encompassed 13 vocalic contrasts Two criteria were adopted while selecting the stimuli. Firstly, a number of comparative analyses between Polish and English phonetics (e.g., Gonet et al, 2013aGonet et al, , 2013bSobkowiak, 1996) were taken into account. They all provide extensive descriptions of the most recurrent mispronunciations made by Polish speakers of English.…”

Section: Procedures and Stimulimentioning

confidence: 99%

The gender factor in the perception of English segments by non-native speakers

Bryła-Cruz

2021

10.14746/ssllt

View full text Add to dashboard Cite

The aim of the paper is to present the findings of an empirical study which contributes to the ongoing research into gender effects on second language acquisition by exploring a biological influence on L2 pronunciation learning. One of the most frequent arguments used to vindicate single-sex education is that there are substantial sensory and perceptual differences between males and females which rationalize gender-specific teaching methods and gender-segregation at schools. The present study provides some preliminary insights into the perception of selected phonetic contrasts by Polish secondary school learners with the aim of investigating gender-based similarities and differences in the accuracy of sound recognition by males and females. The findings suggest that a commonly cited female advantage in acquiring L2 pronunciation cannot be attributed to their superior phonetic perception, as male participants performed equally well and identified the same number of English segments correctly.

show abstract

Acquiring Angma: The Velar Nasal in Advanced Learners’ English

Cited by 2 publications

References 0 publications

English vowel perception by Polish advanced learners of English

English vowel perception by Polish advanced learners of English

The gender factor in the perception of English segments by non-native speakers

Contact Info

Product

Resources

About