Does early speaking experience in Korean help adult relearners?

Abstract

Research indicates that early linguistic input is crucial for acquiring native-like phonology and morphosyntax. This study investigates whether early discontinued linguistic experience helps adult relearners master the phonology of a language. Students from first-year Korean classes were classified into three groups: no/minimal speaking experience, childhood speaking experience (until about age 5), and native speakers. Native speakers not enrolled in Korean classes also participated. Participants produced sentences that included words utilizing the three-way contrast in Korean stop consonants (lenis, tense, and aspirated). Measurements of stop closure duration indicate that only the two native speaker groups were differentially producing lenis and tense consonants. Measurements of VOT indicate that only the childhood and the native speaker groups were differentially producing the three consonants. Furthermore, the childhood speakers’ general pattern of closure duration and VOT for the three consonants was similar to those of the native speakers (this was not true for the no/minimal experience group). Results indicate that even early discontinued speaking experience can provide an advantage in relearning a language as an adult. [Work supported by an NIMH Developmental Cognitive Science Training Grant awarded to Janet Oh, and by NIMH Grant MH56118 and a UCLA Academic Senate Grant awarded to Terry Au.]