L1–L2 interactions of vowel systems in young bilingual Mandarin-English children

Yang, Jing; Fox, Robert

doi:10.1016/j.wocn.2017.06.002

Cited by 20 publications

(14 citation statements)

References 57 publications

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“…Most papers investigated vowel formant measurements in speech production (Hay, Podlubny, Drager, & McAuliffe, 2017;Hualde, Luchkina, & Eager, 2017;Hübscher, Borràs-Comes, & Prieto, 2017;Ots, 2017;Rao, Sanghvi, Mixdorff, & Sabu, 2017;Yang & Fox, 2017). The authors of these papers either analyzed formant measurements at pre-selected time points (Hualde et al, 2017;Yang & Fox, 2017), average formant measurements (Hay et al, 2017;Hübscher et al, 2017), or simplified descriptions of formant contours (Ots, 2017;Rao et al, 2017). Another type of dynamic data, articulatory measurements (analyzed at the vowel midpoint), was analyzed by Pastätter and Pouplier (2017).…”

Section: Introductionmentioning

confidence: 99%

Analyzing dynamic phonetic data using generalized additive mixed modeling: A tutorial focusing on articulatory differences between L1 and L2 speakers of English

Wieling

2018

Journal of Phonetics

250

189

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Section: Introductionmentioning

confidence: 99%

Analyzing dynamic phonetic data using generalized additive mixed modeling: A tutorial focusing on articulatory differences between L1 and L2 speakers of English

Wieling

2018

Journal of Phonetics

250

189

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“…At 5-6years of age, sequential bilingual children continue to manifest two systems. L1 production is also influenced by L2 at this age [46]. The distinctive vowel categories remain in separation at 10 years of age.…”

Section: Developmental Model Of Phonetic Category Formation In Bilingmentioning

confidence: 89%

“…Yang and Fox [46] further examined Chinese and English vowels produced by 5-6-year-old Chinese-English bilingual children as a group. Fifteen bilingual children participated; the children were divided into two groups depending on their English language proficiency.…”

Section: Although the Sequential Korean-english Bilingual Children DImentioning

confidence: 99%

A Psycholinguistic Perspective on Development of Phonetic Category Formation in Bilingual Children

Lee¹

2018

Multilingualism and Bilingualism

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This chapter reviews theories and research about phonetic category formation in bilingual children. Investigating phonetic categories provides us with a way to answer one of the longstanding theoretical issues in bilingualism, that is, whether bilingual children possess one versus two linguistic systems in the learning of their respective languages. In this chapter, theoretical backgrounds of phonetic categories in bilingual adults and children are reviewed. Then, empirical evidence showing phonetic categories in bilingual children is summarized. Finally, a development model of phonetic category formation in simultaneous and sequential bilingual children is proposed. Based on the model, detailed phonetic categories do not form across-the-board and bilingual children may invoke multi-dimensional representations of phonetic categories.Flege further hypothesized that a single phonetic category is used to process similar L1 and L2 sounds due to equivalent classification. If sounds in the L1 and L2 are perceptually linked, then their perceived similarities may block category formation by what Flege refers to as the "mechanism of equivalence classification" [4]. For this process, phonetic category assimilation may occur. Flege and Eefting [5] examined the voice-onset-time (VOT) values of Spanish and English stop consonants as produced by Spanish-English bilinguals. They noted that Spanish-English bilinguals produced stop consonants in English with VOT values resembling those seen in Spanish, suggesting that phonetic category formation was blocked due to similarities in stop consonant production. Flege also predicts two circumstances in which bilingual productions may differ from that of monolinguals: a bilingual's category formation is deflected away from the L1 category in order to maintain phonetic contrast between categories sharing a common L1-L2 phonological space; as a result, representations produced by bilinguals are based on Multilingualism and Bilingualism 78 A Psycholinguistic Perspective on Development of Phonetic Category Formation in Bilingual…

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“…Merging arises when two phonological systems coalesce (see Kehoe & Lleó (2017) for assimilation in stressed-to-unstressed vowel duration ratios). Deflecting occurs when two phonological systems maximize their contrasts (see Yang & Fox (2017) for separation of L1-L2 acoustic vowel space).…”

Section: Understanding Heritage Phonological Grammarsmentioning

confidence: 99%

The missing link in Spanish heritage trill production

Repiso-Puigdelliura

Kim

2020

Bilingualism

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While heritage language phonology has attracted a great deal of attention, little is known about the development of heritage phonological grammars. This study examines the production of the Spanish trill /r/ by school-aged (9-10 years) and adult heritage speakers. Results showed that the adult heritage speakers produced the trill in a more target-like manner than the child heritage speakers, although half of them diverged from non-heritage native baselines reported in other studies. Further analysis of the distribution of trill variants suggests that heritage Spanish trill development occurs in the order of single lingual constriction → frication → multiple lingual constrictions. However, instead of abandoning variants of early stages, some adult heritage speakers kept them in their trill inventories, demonstrating increased variability. Our findings indicate that 9- to 10-year-old heritage speakers are still in the process of developing heritage phonological grammars and even during adulthood their grammars may not reach stability.

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L1–L2 interactions of vowel systems in young bilingual Mandarin-English children

Cited by 20 publications

References 57 publications

Analyzing dynamic phonetic data using generalized additive mixed modeling: A tutorial focusing on articulatory differences between L1 and L2 speakers of English

Analyzing dynamic phonetic data using generalized additive mixed modeling: A tutorial focusing on articulatory differences between L1 and L2 speakers of English

A Psycholinguistic Perspective on Development of Phonetic Category Formation in Bilingual Children

The missing link in Spanish heritage trill production

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