Lexical alignment is affected by addressee but not speaker nativeness

Suffill, Ellise; Kutasi, Timea; Pickering, Martin J.; Branigan, Holly P.

doi:10.1017/s1366728921000092

Cited by 17 publications

(9 citation statements)

References 56 publications

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“…They found that regardless of non-natives' L2 proficiency levels, lower FDS speech rates were mostly driven by feedback indicating that communication had failed. This result, together with previous findings from NDS studies, suggests that feedback may play a significant role in FDS production (see Suffill et al, 2021 for evidence on lexical alignment with non-native listeners). Alternatively, negative feedback could demonstrate comprehension difficulties, indicating the listener has low proficiency.…”

Section: Contextual Factors: Feedback and Perceived Successful Commun...supporting

confidence: 81%

The Acoustic Features and Didactic Function of Foreigner Directed Speech: A literature Review.

Piazza¹,

Martin²,

Kalashnikova³

2021

Preprint

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This review considers the acoustic features of a clear speech register directed to non-native listeners known as Foreigner Directed Speech (FDS). We identify vowel hyperarticulation and low speech rate as the most representative acoustic features of FDS; other features, including wide pitch range and high intensity, are still under debate.We also discuss factors that may influence the outcomes and characteristics of FDS. We start by examining accommodation theories (Lindblom, 1990), outlining the reasons why FDS is likely to serve a didactic function by helping listeners acquire a second language (L2). We examine how this speech register adapts to listeners’ identities and linguistic needs, suggesting that FDS also takes listeners’ L2 proficiency into account. To confirm the didactic function of FDS, we compare it to other clear speech registers, specifically Infant Directed Speech and Lombard Speech. However, our review reveals that research has not yet established whether FDS, in fact, succeeds as a didactic tool that supports L2 acquisition. Our review reveals a complex set of contextual factors that determine specific realisations of FDS, which need further exploration. We conclude our review by summarising open questions and indicating directions and recommendations for future research.

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Section: Contextual Factors: Feedback and Perceived Successful Commun...supporting

confidence: 81%

The Acoustic Features and Didactic Function of Foreigner Directed Speech: A literature Review.

Piazza¹,

Martin²,

Kalashnikova³

2021

Preprint

View full text Add to dashboard Cite

show abstract

“…They found that regardless of nonnatives' L2 proficiency levels, lower FDS speech rates were mostly driven by feedback indicating that communication had failed. This result, together with previous findings from NDS studies, suggests that feedback may play a significant role in FDS production (see Suffill et al, 2021 for evidence on lexical FDS, A REVIEW. ACCEPTED MANUSCRIPT 25 alignment with non-native listeners).…”

Section: Situational and Contextual Factorssupporting

confidence: 77%

The Acoustic Features and Didactic Function of Foreigner-Directed Speech: A Scoping Review

Piazza

Martin

Kalashnikova

2022

J Speech Lang Hear Res

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Purpose : This scoping review considers the acoustic features of a clear speech register directed to nonnative listeners known as foreigner-directed speech (FDS). We identify vowel hyperarticulation and low speech rate as the most representative acoustic features of FDS; other features, including wide pitch range and high intensity, are still under debate. We also discuss factors that may influence the outcomes and characteristics of FDS. We start by examining accommodation theories, outlining the reasons why FDS is likely to serve a didactic function by helping listeners acquire a second language (L2). We examine how this speech register adapts to listeners' identities and linguistic needs, suggesting that FDS also takes listeners' L2 proficiency into account. To confirm the didactic function of FDS, we compare it to other clear speech registers, specifically infant-directed speech and Lombard speech. Conclusions: Our review reveals that research has not yet established whether FDS succeeds as a didactic tool that supports L2 acquisition. Moreover, a complex set of factors determines specific realizations of FDS, which need further exploration. We conclude by summarizing open questions and indicating directions and recommendations for future research.

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“…However, these two theoretical accounts seem to focus primarily on linguistic factors. In recent years, an emerging line of research suggests that structural priming is not an independent cognitive process but conditioned by various socio-cognitive factors (Cohen Priva & Sanker, 2020; Heyselaar et al, 2017; Nitschke et al, 2014; Suffill et al, 2021). For example, Weatherholtz et al (2014) found that participants who rated the speaker's accent as more standard and who favored a compromising conflict style showed more syntactic coordination in dialogue.…”

Section: Social Modulations Of Syntactic Priming and Catmentioning

confidence: 99%

Bonding Through Language Imitation: Influence of Social Ostracism on Structural Priming

2023

Journal of Language and Social Psychology

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This research investigated whether being excluded can increase language imitation and thus lead to a stronger structural priming effect. In Study 1, student participants recalling an experience of social exclusion showed a larger priming effect than those recalling an experience of social inclusion. Employing a larger, more diverse sample, Study 2 set out to conceptually replicate Study 1 by creating a concurrent experience of social exclusion through a computerized ball-toss game. It was found that excluded individuals demonstrated a stronger tendency to mimic the syntactic structure used by their interactional partner than included individuals. Taken together, these findings enrich an emergent stream of research that finds structural priming is not an independent cognitive process, but conditioned by various socio-cognitive factors.

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Lexical alignment is affected by addressee but not speaker nativeness

Cited by 17 publications

References 56 publications

The Acoustic Features and Didactic Function of Foreigner Directed Speech: A literature Review.

The Acoustic Features and Didactic Function of Foreigner Directed Speech: A literature Review.

The Acoustic Features and Didactic Function of Foreigner-Directed Speech: A Scoping Review

Bonding Through Language Imitation: Influence of Social Ostracism on Structural Priming

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