Linguistic and Developmental Effects on the Production and Perception of Stop Consonants

Flege, James Emil; Eefting, Wieke

doi:10.1159/000261768

Cited by 117 publications

(61 citation statements)

References 31 publications

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“…5 In a study by Elsendoorn (1984), the strength of correlation between production and perception was greater for experienced than inexperienced L2 learners (see the Introduction). Perhaps, as in L 1 acquisition Koenigsknecht, 1975, 1976;Bailey and Haggard, 1980;Flege and Eefting, 1986b), it takes a number of years for L2 perception and production to align optimally.…”

Section: A Production-perception Relationmentioning

confidence: 99%

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Production and perception of a novel, second-language phonetic contrast

Flege

1993

The Journal of the Acoustical Society of America

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187

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Four experiments, all of which focused on vowel duration, assessed Chinese subjects' production and perception of the contrast between /t/ and /d/ in the final position of English words. Vowel duration was measured in minimal pairs in the first experiment. The stimuli in natural-edited beat-bead and bat-bad continua in which vowel duration varied in 20-ms steps were then presented to native English and Chinese subjects in a forced-choice test, in an experiment using the method of adjustment, and in an imitation task. The non-natives who learned English in childhood closely resembled native speakers in all four experiments. Three groups of non-natives who had learned English as a second language in adulthood, on the other hand, differed from the native speakers. The late learners produced significantly longer vowels in words ending in /d/ than /t/. However, the late learners' vowel duration differences were much smaller than the native speakers', and were correlated significantly with degree of foreign accent in English. The late learners differed from the native speakers in several ways in the two perception experiments, and also in the imitation task. The pattern of significant and nonsignificant between-group differences, but not data for individual subjects, was consistent with the hypothesis that L2 (second language) production accuracy is limited by the adequacy of perceptual representations for sounds in the L2.

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Section: A Production-perception Relationmentioning

confidence: 99%

“…For example, languagespecific voice onset time (VAT) values in production and perception coincide in mature speakers (Flege and Eefting, 1986b). The linkage of production and perception values seems to take place over several years in early childhood (Bailey and Haggard, 1980;Koenigsknecht, 1975, 1976).…”

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confidence: 99%

Production and perception of a novel, second-language phonetic contrast

Flege

1993

The Journal of the Acoustical Society of America

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187

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“…In these instances, the adult learners appear to make use of native language (Ll) representations that differ from those of native speakers (e.g. Flege & Hillenbrand, 1985Flege & Eefting, 1986;Flege, 1989b;Flege & Wang, 1990).…”

Section: Flegementioning

confidence: 99%

The Interlingual Identification of Spanish and English Vowels: Orthographic Evidence

Flege

1991

The Quarterly Journal of Experimental Psychology Section A

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When someone who is learning a second language (L2) produces a sound in the L2 using a familiar, native-language (L1) category, the L2 sound is said to have been "identified with" an L1 sound. Although interlingual identification exerts a powerful influence on L2 pronunciation, it is still poorly understood. Orthographic classification was used here to assess the interlingual identification of Spanish and English vowels. Sixty native speakers of Spanish in three experiments judged the vowels /i/, /I/, /e/, and /ae/ in multiple tokens of English words ("beat", "bit", "bet", "bat") spoken by ten native speakers of American English. The subjects labelled each English vowel by circling one of the five letters used to spell the vowel phonemes of Spanish (viz. less than i greater than, less than e greater than, less than a greater than, less than o greater than, less than u greater than) or by circling "none" if they thought they had heard a vowel not found in Spanish. Subjects who spoke English as an L2 used the "none" label more often than did Spanish monolinguals, suggesting that L2 learning heightens bilinguals' awareness of cross-language phonetic differences. Experienced Spanish speakers of English did use the "none" label more often than did inexperienced subjects (42% vs. 18%). A few subjects used the "none" label consistently for /ae/ and /I/, suggesting that they may have regarded these vowels as "new" (i.e., non-Spanish). However, the group data provided little support for the hypothesis that the adult Spanish learners of English treated either /ae/ or /I/ as new. The great majority of subjects, even those highly experienced in English, identified English /ae/ with their Spanish /a/.

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“…However, there is a link between perceptual identification categories and VOT values used in production, and the VOT difference needed to distinguish 'voiced' versus 'voiceless' shows a reduction with age until adultlike perception is achieved at around 6 years [Lisker and Abramson, 1967;Zlatin and Koenigsknecht, 1975]. This age effect in perception may be due to peripheral or central auditory processing, or it may be due to the speaker's own changes in speech production [Flege and Eefting, 1986].…”

Section: Introductionmentioning

confidence: 99%

Developmental Trends in Voice Onset Time: Some Evidence for Sex Differences

Whiteside¹,

Marshall²

2001

Phonetica

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This study reports on an investigation into the voice onset time (VOT) patterns of the plosives /p b t d/ in a group of 30 children aged 7 (n = 10), 9 (n = 10) and 11 (n = 10) years. Equal numbers of girls and boys participated in the study. Each child named a series of letter objects to elicit /p b t d/ in a syllable onset position with a fixed vowel context. VOT data were examined for age, sex and plosive differences with the following hypotheses: Firstly, that there would be sex differences in the VOT patterns of preadolescent children. Secondly, that the sex differences in VOT patterns would be linked to age and development, and that these would eventually become marked by the age of 11 years, by which time adult-like VOT values should have been achieved. Finally, that the extent of sex and age differences would be dependent upon the plosive being investigated. Results indicated patterns of decrease with age in the VOT values of /p b/ for the boys, with some evidence of increases in the VOT values of /t/ for the girls. In addition, ‘voiced’ and ‘voiceless’ cognates showed a more marked bimodal distribution in the girls‘ VOT patterns. This bimodal distribution was investigated by examining the degree of difference between the VOT values of voiced and voiceless cognate pairs /p b/ and /t d/, and examining the effects of age, sex and cognate pair. These results indicated that more marked sex differences in the ‘voiced’/‘voiceless’ contrast emerged between the data of the 9- and 11-year-olds, a pattern, which was more marked for the alveolar plosives. These preliminary results confirmed all three hypotheses. The findings are presented and discussed both within a developmental and sociophonetic framework.

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Linguistic and Developmental Effects on the Production and Perception of Stop Consonants

Cited by 117 publications

References 31 publications

Production and perception of a novel, second-language phonetic contrast

Production and perception of a novel, second-language phonetic contrast

The Interlingual Identification of Spanish and English Vowels: Orthographic Evidence

Developmental Trends in Voice Onset Time: Some Evidence for Sex Differences

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