L2 Vowel Perception Research Articles

Native language experience influences the perceived similarity of second language vowel categories.

Most studies of L2 speech perception seek to characterize—at least implicitly—how the similarity among L2 speech sound categories is shaped by L1 experience. Intercategory similarity for native language speakers is rarely considered, however. Here, we derive two indices of graded intercategory similarity for a front vowel series (pin, pen, and pan): One from an off‐line perceptual similarity judgment task and a second from online measures of arm‐movement trajectories in a word recognition task. Both tasks revealed graded effects of intercategory similarity, but the similarity spaces differed between language groups. Both groups perceived /ae/ and /E/ to be most similar, but the native Italian speakers perceived /I/ to be equally similar to /E/ and /ae/, whereas English speakers perceived the /I/ and /E/ to be more similar than /I/ and /ae/. The Italian speakers’ performance in both tasks suggests a similarity space that is dominated by dimensions that are contrastive for /I/ with respect to the other vowels. This may reflect a compensatory strategy for L2 vowel perception that may derive from experience with the distributional properties of their native vowels.

The symbiosis between perception and grammar in loanword phonology

This paper takes the view that loanword adaptation results from attempts to match the non-native percept of the L2 input, within the confines of the L1 grammar. Neither a purely perceptual nor a purely grammatical account can explain the facts. The L1 grammar includes constraints specific to mimicking foreign inputs. Where not all aspects can be replicated, the grammar prioritizes. In the Cantonese vowel data examined here, tone (the reflex of English stress) and consonants are more carefully replicated than vowel quality, and vowel length is even less important than vowel quality. The paper examines acoustic and psycholinguistic data on L2 vowel perception, and looks closely at the adaptation of English [æ] and [ ▪] in English loans into Cantonese, which lacks both these vowels.

Cross-language comparisons of contextual variation in the production and perception of vowels

In the last two decades, a considerable amount of research has investigated second-language (L2) learners problems with perception and production of non-native vowels. Most studies have been conducted using stimuli in which the vowels are produced and presented in simple, citation-form (lists) monosyllabic or disyllabic utterances. In my laboratory, we have investigated the spectral (static/dynamic formant patterns) and temporal (syllable duration) variation in vowel productions as a function of speech-style (list/sentence utterances), speaking rate (normal/rapid), sentence focus (narrow focus/post-focus) and phonetic context (voicing/place of surrounding consonants). Data will be presented for a set of languages that include large and small vowel inventories, stress-, syllable-, and mora-timed prosody, and that vary in the phonological/phonetic function of vowel length, diphthongization, and palatalization. Results show language-specific patterns of contextual variation that affect the cross-language acoustic similarity of vowels. Research on cross-language patterns of perceived phonetic similarity by naive listeners suggests that listener’s knowledge of native language (L1) patterns of contextual variation influences their L1/L2 similarity judgments and subsequently, their discrimination of L2 contrasts. Implications of these findings for assessing L2 learners perception of vowels and for developing laboratory training procedures to improve L2 vowel perception will be discussed. [Work supported by NIDCD.]

PERCEIVING VOWELS IN A SECOND LANGUAGE

This study examines the perception of English vowels by native speakers of Italian. In two preliminary experiments, Italian university students who had lived in Canada for 3 months were found to have difficulty discriminating because they often identified both members of each contrast as instances of a single Italian vowel. The participants in two other experiments, long-time residents of Canada, were assigned to groups based on their age of arrival in Canada from Italy (early vs. late) and percentage of first language (L1) use (high L1 use vs. low L1 use). Experiment 3 focused on the discrimination of , and experiment 4 examined the discrimination of correct from incorrect realizations of . In both experiments, the early learners obtained higher discrimination scores than the late learners, and low-L1-use participants obtained higher scores than high-L1-use participants. Most important, the early learners who used Italian often (early high), but not the early learners who used Italian seldom (early low), were found to differ from native speakers of English in perceiving English vowels. These results suggest two important conclusions regarding second language (L2) perceptual learning: Learning an L2 in childhood does not guarantee a nativelike perception of L2 vowels, nor does the establishment of a sound system for the L1 preclude a functionally nativelike perception of L2 vowels. Another important finding is that, although the late learners generally perceived English vowels less accurately than the early learners, some perceived them accurately.This study was supported by grant DC00257 from the National Institute of Deafness and Other Communicative Disorders. The authors thank J. Prosperine and M. Pearse for help locating participants, Fr. M. Brodeur of St. Anthony's Church in Ottawa, Ontario, and all the participants. The authors are grateful to D. Meador and T. Piske for help preparing the stimuli used in experiment 4. Finally, thanks are extended to K. Aoyama, S. Imai, K. Tsukada, T. Piske, and three anonymous SSLA reviewers for comments on an earlier version of this article.

Interlingual identification and the role of foreign language experience in L2 vowel perception

ABSTRACTThis article examines the perception of four English vowels (/i, i, ε, æ/) by adult native speakers of German. From the standpoint of German, it appears that English /i, i,ε/ are perceptually similar, if not identical, to German /i, i, ε,/ whereas /ε/ is a “new” vowel for German learners of English. The role of foreign language experience in the perception of second language vowels was examined through labeling responses to members of synthetic continua (beat-bit, bet-bat) in which vowel duration and spectrum were varied factorily. The subjects were relatively experienced and inexperienced second language (L2) learners and a monolingual English control group. The results suggest that L2 experience did not affect perception for the continuum with the two “similar” vowels /i/ and /I/. However, for the continuum involving the “new” vowel /æ/, the experienced Germans more closely resembled the native English speakers than the inexperienced Germans. The predominant use of duration cues in differentiating the English /ε/–/æ/ contrast by the inexperienced Germans suggested that when spectral cues are insufficient to differentiate an L2 vowel contrast, duration will be used.