Acquisition of speech rhythm in a second language by learners with rhythmically different native languages

Abstract

The development of speech rhythm in second language (L2) acquisition was investigated. Speech rhythm was defined as durational variability that can be captured by the interval-based rhythm metrics. These metrics were used to examine the differences in durational variability between proficiency levels in L2 English spoken by French and German learners. The results reveal that durational variability increased as L2 acquisition progressed in both groups of learners. This indicates that speech rhythm in L2 English develops from more syllable-timed toward more stress-timed patterns irrespective of whether the native language of the learner is rhythmically similar to or different from the target language. Although both groups showed similar development of speech rhythm in L2 acquisition, there were also differences: German learners achieved a degree of durational variability typical of the target language, while French learners exhibited lower variability than native British speakers, even at an advanced proficiency level.

Relative Salience of Speech Rhythm and Speech Rate on Perceived Foreign Accent in a Second Language

“…This is a small subset of a larger corpus of L2 speech collected and described by Ordin et al (2015a;2015b consisted of two parts: interview and sentence elicitation task. During the first part, the participants were asked ten questions -the same set of questions for every speaker -related to personal biography, music and reading preferences, educational choices, etc.…”

“…More proficient L2 learners of English tend to deliver L2 speech at faster rates compared to less proficient speakers (Anderson-Hsieh and Venkatagiri, 1994;Ordin and Polyansksaya, 2015a;2015b). Ordin and Polyanskaya (2015b) compared speech rate in the same set of sentences produced by French and German learners of English at different proficiency levels.…”

“…Ordin and Polyanskaya (2014;2015a;2015b) and Tortel and Hirst (2010) investigated changes in durational ratios in the course of acquisition of L1 and L2 English. They clearly showed that durational variability increases as acquisition progresses.…”

Speech rhythm as naturally occurring and culturally transmitted behavioral patterns

“…Addressing this broad research issue requires an exploration of the development of speech rhythm during the course of first and second language acquisition in humans and development of rhythm in communicative signals emitted by nonhuman animals. Earlier studies showed that speech rhythm develops from more regular (isochroneous, with quasi‐equal syllable and vowel durations) toward more irregular rhythmic patterns, and that this trajectory is typical of both first and second language acquisition . The development of speech rhythm in language acquisition is governed not only by language‐specific, and thus culturally transmitted factors (i.e., dominant rhythmic patterns in the native language of an adult learning a second language), but also by universal factors (i.e., by mechanical constraints on speech production and the properties of the mammalian auditory system).…”

“…Earlier studies showed that speech rhythm develops from more regular (isochroneous, with quasi-equal syllable and vowel durations) toward more irregular rhythmic patterns, and that this trajectory is typical of both first and second language acquisition. [10][11][12][13] The development of speech rhythm in language acquisition is governed not only by language-specific, and thus culturally transmitted factors (i.e., dominant rhythmic patterns in the native language of an adult learning a second language), but also by universal factors (i.e., by mechanical constraints on speech production and the properties of the mammalian auditory system). Thus, adult native speakers of languages that exhibit irregular rhythmic patterns cannot simply transfer these rhythmic skills from their native to a second language, but have to develop the required degree of irregularity anew, similar to the way that children develop rhythmic skill in their first language.…”