Cross-linguistic interaction in trilingual phonological development: the role of the input in the acquisition of the voicing contrast

Mayr, Robert; Montanari, Simona

doi:10.1017/s0305000914000592

Cited by 64 publications

(30 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The results of the present study specifically show that there are factors beyond CLI that can contribute to these differences in the speech of bilingual and monolingual children. The present study furthermore supports previous case studies describing striking similarities between the input and bilingual children's speech production with statistical evidence (Deuchar & Clark, 1996;Khattab, 2003;Klinger, 1962;Mayr & Montanari, 2015). In sum, when phonetic aspects of the speech of bilingual children differ from monolingual children, this can in part be attributed to differences in their input.…”

Section: Discussionsupporting

confidence: 90%

“…Regarding the outcome of this study, we hypothesize that a positive association exists between maternal VOT and the VOT production of both bilingual and monolingual children. This hypothesis is based on previous research, which reported maternal input effects in monolingual children's lexical growth (Hoff, 2003;Hurtado et al, 2008;Rowe, 2008Rowe, , 2012Rowe et al, 2012) and observations of similarities between phonetic aspects of the input and the speech of monolingual children (Foulkes et al, 1999) and bilingual children (Deuchar & Clark, 1996;Khattab, 2003;Klinger, 1962;Mayr & Montanari, 2015). Given that the bilingual children's regular exposure to German is restricted to their mothers, we hypothesize that the association is stronger in German than in Dutch.…”

mentioning

confidence: 81%

“…A nuanced view on input characteristics comes from a study on two trilingual sisters' VOT production in all their three languages (Mayr & Montanari, 2015). The speech of the English-Italian-Spanish trilingual sisters and their primary input providers had been recorded when the children were 6;8 and 8;1 years of age.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Bilingual Preschoolers’ Speech is Associated with Non-Native Maternal Language Input

Stoehr

Benders

Hell

et al. 2018

Language Learning and Development

View full text Add to dashboard Cite

Bilingual children are often exposed to non-native speech through their parents. Yet, little is known about the relation between bilingual preschoolers' speech production and their speech input. The present study investigated the production of voice onset time (VOT) by Dutch-German bilingual preschoolers and their sequential bilingual mothers. The findings reveal an association between maternal VOT and bilingual children's VOT in the heritage language German as well as in the majority language Dutch. By contrast, no input-production association was observed in the VOT production of monolingual German-speaking children and monolingual Dutchspeaking children. The results of this study provide the first empirical evidence that non-native and attrited maternal speech contributes to the often-observed linguistic differences between bilingual children and their monolingual peers.

show abstract

Section: Discussionsupporting

confidence: 90%

mentioning

confidence: 81%

See 1 more Smart Citation

Bilingual Preschoolers’ Speech is Associated with Non-Native Maternal Language Input

Stoehr

Benders

Hell

et al. 2018

Language Learning and Development

View full text Add to dashboard Cite

show abstract

“…Many studies have examined stop consonants acoustically (e.g., Bortolini et al, 1995;Kirkham, 2011;Mayr & Montanari, 2015;Sundara, 2005). While temporal measures, such as voice onset time (VOT), allow for direct comparisons between child and adult participants, this is not the case for spectral measures that aim to assess differences in place of articulation as they vary with vocal tract size.…”

Section: Discussionmentioning

confidence: 99%

“…However, in contexts of reduced input, as in the present case, nonnative patterns may be influential for the next generation of speakers. Mayr & Montanari (2015), for instance, showed that multilingual children who only receive input in one of their languages from a single speaker are highly responsive to their patterns and home in on speaker-specific phonetic information. Hence, since the GEN 3 CHILDREN have restricted exposure to Sylheti, their mothers' non-native productions may be partly responsible for their own non-native realisations in the heritage language.…”

Section: Acquisition Patterns: Childrenmentioning

confidence: 99%

Inter-generational transmission in a minority language setting: Stop consonant production by Bangladeshi heritage children and adults

Mayr

Siddika

2016

International Journal of Bilingualism

Self Cite

View full text Add to dashboard Cite

Aims and Objectives:The purpose of this study was to gain a better understanding of speech development across successive generations of heritage language users, examining how crosslinguistic, developmental and sociocultural factors affect stop consonant production. Design:To this end, we recorded Sylheti and English stop productions of two sets of Bangladeshi heritage families: (1) first-generation adult migrants from Bangladesh and their (second-generation) UK-born children, and (2) second-generation UK-born adult heritage language users and their (third-generation) UK-born children. Data and analysis:The data were analysed auditorily, using whole-word transcription, and acoustically, examining voice onset time. Comparisons were then made in both languages across the four groups of participants, and cross-linguistically. Findings:The results revealed non-native productions of English stops by the first-generation migrants but largely target-like patterns by the remaining sets of participants. The Sylheti stops exhibited incremental changes across successive generations of speakers, with the third-generation children's productions showing the greatest influence from English. Originality:This is one of few studies to examine both the host and heritage language in an ethnic minority setting, and the first to demonstrate substantial differences in heritage language accent between age-matched second-and third-generation children. The study shows that current theories of bilingual speech learning do not go far enough in explaining how speech develops in heritage language settings. Implications:These findings have important implications for the maintenance, transmission and long-term survival of heritage languages, and show that investigations need to go beyond second-generation speakers, in particular in communities that do not see a steady influx of new migrants. & Siddika (2016, accepted) 3 Mayr

show abstract

Role of Input in Teaching Speaking and Pronunciation

Liontas

Siegel

2018

The TESOL Encyclopedia of English Language Teaching

View full text Add to dashboard Cite

This entry discusses the role of input in teaching speaking and pronunciation. It draws upon current research in the areas of second language (L2) input in a variety of contexts—English as a second language (ESL), English as a foreign language (EFL), and other languages that are being taught as an L2. Types and sources of input are discussed, as well as differences in the sound systems of the first language (L1) and L2. Issues surrounding the measurement of input, meaningfulness of input, and strategy use for the utilization of input are also addressed and highlighted. Research‐based practical considerations and recommendations complete and underscore the role of input in teaching speaking and pronunciation.

show abstract

Cross-linguistic interaction in trilingual phonological development: the role of the input in the acquisition of the voicing contrast

Abstract: This paper examines the production of word-initial stops by two simultaneous trilingual sisters, aged 6;8 and 8;1, who receive regular input in Italian and English from multiple

Cited by 64 publications

References 40 publications

Bilingual Preschoolers’ Speech is Associated with Non-Native Maternal Language Input

Bilingual Preschoolers’ Speech is Associated with Non-Native Maternal Language Input

Inter-generational transmission in a minority language setting: Stop consonant production by Bangladeshi heritage children and adults

Role of Input in Teaching Speaking and Pronunciation

Contact Info

Product

Resources

About