Does hyperarticulation facilitate phonemic categorization in non-native speakers of English?

Abstract

Hyperarticulation of vowel sounds occurs in certain speech registers (e.g., infant- and foreigner-directed speeches). Hyperarticulation is therefore presumed to have a didactic function in facilitating phonetic categorization in language learners. This event-related potential study tests whether hyperarticulation of vowels actually results in larger phonetic change responses [as indexed by mismatch negativity (MMN)] in native and non-native speakers of English. Preliminary analysis of data from native English-speaking and native Greek-speaking participants suggests a possible marginal increase in phonetic change responses (as indexed by MMN) to hyperarticulated stimuli. However, further analyzes need to be completed before any firm conclusions can be drawn as to the benefit or otherwise of hyperarticulated speech.