Journal articles: 'Second language speech production'

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Crookes, Graham. "Second Language Speech Production Research." Studies in Second Language Acquisition 13, no. 2 (June 1991): 113–31. http://dx.doi.org/10.1017/s0272263100009918.

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Recent SLA theory development, supported by related developments in cognitive psychology, has made the study of SL speech production, hitherto neglected, a promising area of work. Recent developments in L1 production studies have provided a gradually strengthening foundation for investigations of L2 production with both use and acquisitional concerns. This article briefly sketches the current first language position as a necessary preliminary to a critical discussion of recent SL production research with particular regard to methodology.

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Temple, Liz. "Second language learner speech production." Studia Linguistica 54, no. 2 (August 2000): 288–97. http://dx.doi.org/10.1111/1467-9582.00068.

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Sunderman, Gretchen. "Speech production and second language acquisition." International Journal of Bilingual Education and Bilingualism 12, no. 2 (March 2009): 246–48. http://dx.doi.org/10.1080/13670050802149382.

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Poulisse, Nanda. "Models of Second Language Production." EUROSLA 6 55 (January 1, 1996): 151–59. http://dx.doi.org/10.1075/ttwia.55.12pou.

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The article discusses to what extent bilingual models of speech production can account for the fact that L2 speakers are generally, but not always, able to select LI words when speaking the LI and L2 words when speaking the L2. After a brief discussion of word selection in monolingual models of speech production, two bilingual models are presented. In one of these, LI and L2 systems form separate subsets which are activated in their entirety. In the other one there is only one network containing both LI and L2 items, and the language feature plays a role in activating individual lexical items. It is argued that the second representation has the advantage of being more efficient, because it allows one to explain the selection of a single LI word to be used in L2 speech without having to activate the entire LI system. The first model cannot give an efficient explanation for the language switches violating the matching principle proposed by Bierwisch & Schreuder (1993), which entails that a lemma is selected only if it includes all and only those of the semantic features contained in the chunk to be lexicalized. The article also addresses the chunking problem. Since there is no one-to-one correspondence between concepts and words, speakers need to cut up their messages into lexicalizable chunks. It is suggested that both LI and L2 speakers may follow an informed trial-and-error procedure based on their experiences with language(s) involved. Since there is no look-ahead, speakers do occasionally rum into lexical problems. In view of the matching principle, the only way to solve these problems is to go through the processes of conceptualization and chunking again.

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Yuan, Boping, and Lulu Zhang. "An incremental model of second language speech production mechanisms: Developmental evidence from object ellipsis in second language Chinese speech production." International Journal of Bilingualism 24, no. 4 (November 15, 2019): 783–810. http://dx.doi.org/10.1177/1367006919886666.

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Aims: This study investigates object ellipsis in English and Korean speakers’ second language (L2) Chinese speech production and the effects of first language (L1) influence in L2 Chinese speech production. Design: 59 English speakers and 64 Korean speakers at various Chinese proficiency levels, as well as 16 native speakers of Chinese, participated in the study. In addition to an acceptability judgement test, an utterance-recall task was employed in the study to prime participants for relevant structures. Findings: There are early stages where derivations, such as move, deletion, etc., are not implemented in L2 speech production, although at later stages L2 speech production mechanisms can converge with that of native speakers. No evidence of L1 influence is found, and L2 learners are found to behave differently in the utterance-recall task and the sentence acceptability judgement task. Originality: The study includes data from L2 Chinese learners from beginner to advanced levels and provides a comprehensive picture of structural priming effects on the development of L2 speech production. Implications: There is a discontinuity in the development of L2 speech production mechanisms, and the development of the mechanisms is incremental in nature. Mechanisms for L2 language comprehension are different from those for L2 speech production, at least as far as L2 at the early stages is concerned.

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Sundara, Megha, Nancy Ward, Barbara Conboy, and Patricia K. Kuhl. "Exposure to a second language in infancy alters speech production." Bilingualism: Language and Cognition 23, no. 5 (January 29, 2020): 978–91. http://dx.doi.org/10.1017/s1366728919000853.

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AbstractWe evaluated the impact of exposure to a second language on infants’ emerging speech production skills. We compared speech produced by three groups of 12-month-old infants while they interacted with interlocutors who spoke to them in Spanish and English: monolingual English-learning infants who had previously received 5 hours of exposure to a second language (Spanish), English- and Spanish-learning simultaneous bilinguals, and monolingual English-learning infants without any exposure to Spanish. Our results showed that the monolingual English-learning infants with short-term exposure to Spanish and the bilingual infants, but not the monolingual English-learning infants without exposure to Spanish, flexibly matched the prosody of their babbling to that of a Spanish- or English-speaking interlocutor. Our findings demonstrate the nature and extent of benefits for language learning from early exposure to two languages. We discuss the implications of these findings for language organization in infants learning two languages.

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ODLIN, TERENCE. "Speech Production and Second Language Acquisitionby KORMOS, JUDIT." Modern Language Journal 92, no. 2 (June 2008): 323–24. http://dx.doi.org/10.1111/j.1540-4781.2008.00729_3.x.

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Konyakhina, Liudmila, and Andrey Ivanov. "Musical Competence and Second Language Learning." Nizhny Novgorod Linguistics University Bulletin, no. 54 (June 30, 2021): 149–64. http://dx.doi.org/10.47388/2072-3490/lunn2021-54-2-149-164.

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In recent years, we have witnessed a renewal of interest in the language — music relationship due to the development of cognitive science and the advent of brain imaging methods, such as positron emission tomography, functional magnetic resonance imaging, magnetoencephalography, electroencephalography, and event-related brain potentials, which has led to a number of major discoveries. The relationship between music and language has been examined from many different perspectives. Taken together, these findings indicate that musical competence positively influences some aspects of speech processing, from auditory perception to speech production and may benefit second language acquisition. In this review, we focus on the main results of the current research, discuss several interpretations that may account for the influence of musical competence on speech processing in native and foreign languages, and propose new directions for future research.

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Liu, Yu. "Relating Lexical Access and Second Language Speaking Performance." Languages 5, no. 2 (April 13, 2020): 13. http://dx.doi.org/10.3390/languages5020013.

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Vocabulary plays a key role in speech production, affecting multiple stages of language processing. This pilot study investigates the relationships between second language (L2) learners’ lexical access and their speaking fluency, speaking accuracy, and speaking complexity. Fifteen L2 learners of Chinese participated in the experiment. A task-specific, native-referenced vocabulary test was used to measure learners’ vocabulary size and lexical retrieval speed. Learners’ speaking performance was measured by thirteen variables. The results showed that lexical access was significantly correlated with learners’ speech rate, lexical accuracy, syntactic accuracy, and lexical complexity. Vocabulary size and lexical retrieval speed were significant predictors of speech rate. However, vocabulary size and lexical retrieval speed each affected learners’ speaking performance differently. Learners’ speaking fluency, accuracy, and complexity were all affected by vocabulary size. No significant correlation was found between lexical retrieval speed and syntactic complexity. Findings in this study support the Model of Bilingual Speech Production, revealing the significant role lexical access plays in L2 speech production.

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Harada, Tetsuo. "Limited effects of early language learning on second language speech production." Journal of the Acoustical Society of America 125, no. 4 (April 2009): 2727. http://dx.doi.org/10.1121/1.4784484.

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Weisberg, Jill, Shannon Casey, Zed Sevcikova Sehyr, and Karen Emmorey. "Second language acquisition of American Sign Language influences co-speech gesture production." Bilingualism: Language and Cognition 23, no. 3 (May 15, 2019): 473–82. http://dx.doi.org/10.1017/s1366728919000208.

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AbstractPrevious work indicates that 1) adults with native sign language experience produce more manual co-speech gestures than monolingual non-signers, and 2) one year of ASL instruction increases gesture production in adults, but not enough to differentiate them from non-signers. To elucidate these effects, we asked early ASL–English bilinguals, fluent late second language (L2) signers (≥ 10 years of experience signing), and monolingual non-signers to retell a story depicted in cartoon clips to a monolingual partner. Early and L2 signers produced manual gestures at higher rates compared to non-signers, particularly iconic gestures, and used a greater variety of handshapes. These results indicate susceptibility of the co-speech gesture system to modification by extensive sign language experience, regardless of the age of acquisition. L2 signers produced more ASL signs and more handshape varieties than early signers, suggesting less separation between the ASL lexicon and the co-speech gesture system for L2 signers.

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Kainada, Evia, and Angelos Lengeris. "Native language influences on the production of second-language prosody." Journal of the International Phonetic Association 45, no. 3 (December 2015): 269–87. http://dx.doi.org/10.1017/s0025100315000158.

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This study examined native language (L1) transfer effects on the production of second-language (L2) prosody by intermediate Greek learners of English, specifically the set of tonal events and their alignment, speech rate, pitch span and pitch level in English polar questions. Greek uses an L* L+H- L% melody giving rise to a low–high–low f0 contour at the end of the polar question that does not resemble any of the contours used by native speakers in English polar questions. The results showed that the Greek speakers transferred the full set of Greek tonal events into English associating them with stressed syllables, and consistently placed the focus on the verb. The Greek speakers also anchored the peak of the phrase accent in polar questions around the midpoint of the stressed vowel across L1/L2 despite using longer vowel durations in L2. At the same time, their productions deviated from L1 forms in terms of speech rate (slower in L2), pitch span (narrower in L2) and pitch level (lower in L2), indicating that even when learners adopt an L1 prosodic feature in their L2, they still produce interlanguage forms that deviate from L1.

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Lambert, Craig, Judit Kormos, and Danny Minn. "TASK REPETITION AND SECOND LANGUAGE SPEECH PROCESSING." Studies in Second Language Acquisition 39, no. 1 (March 18, 2016): 167–96. http://dx.doi.org/10.1017/s0272263116000085.

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This study examines the relationship between the repetition of oral monologue tasks and immediate gains in L2 fluency. It considers the effect of aural-oral task repetition on speech rate, frequency of clause-final and midclause filled pauses, and overt self-repairs across different task types and proficiency levels and relates these findings to specific stages of L2 speech production (conceptualization, formulation, and monitoring). Thirty-two Japanese learners of English sampled at three levels of proficiency completed three oral communication tasks (instruction, narration, and opinion) six times. Results revealed that immediate aural-oral same task repetition was related to gains in oral fluency regardless of proficiency level or task type. Overall gains in speech rate were the largest across the first three performances of each task type but continued until the fifth performance. More specifically, however, clause-final pauses decreased until the second performance, midclause pauses decreased up to the fourth, and self-repairs decreased only after the fourth performance, indicating that task repetition may have been differentially related to specific stages in the speech production process.

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Préfontaine, Yvonne. "Perceptions of French Fluency in Second Language Speech Production." Canadian Modern Language Review 69, no. 3 (August 2013): 324–48. http://dx.doi.org/10.3138/cmlr.1748.

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Jeong, H., M. Sugiura, Y. Sassa, H. Hashizume, and R. Kawashima. "Cortical Mechanisms of Communicative Speech Production in Second language." NeuroImage 47 (July 2009): S96. http://dx.doi.org/10.1016/s1053-8119(09)70791-8.

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Bradlow, Ann. "An “asset” rather than “deficit” view of second-language (L2) speech." Journal of the Acoustical Society of America 152, no. 4 (October 2022): A236. http://dx.doi.org/10.1121/10.0016124.

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This talk will present the rationale and empirical foundation for an “asset-” rather than “deficit-based” framework for understanding bilingual speech communication. In this framework, first-language (L1) and second-language (L2) speech are viewed as distinct speech styles each of which is shaped by four interacting sources of influence: (1) the individual talker’s vocal tract and ideolectal speech patterns (“trait” characteristics), (2) the sound structure of the language being spoken (“structural” characteristics), (3) the sound structure of other language(s), if any, in the talker’s repertoire (“repertoire” characteristics), and (4) general patterns of dominant versus non-dominant language function (“mode” characteristics). This “Trait-Structure-Repertoire-Mode” perspective contrasts with “deficit” models of the L1-L2 relationship in which metaphors of vectors (L1 source to L2 target) or filters (L1 filter for L2 production and processing) set up a hierarchy with L1 and L2 as “standard” and “deviant,” respectively. While still acknowledging L1 advantages in communication speed, accuracy, and ease, this perspective emphasizes the confluence of language-general properties (Trait and Mode) and language-specific properties (Structure and Repertoire) for speech production and perception by bilinguals in both/all of their languages.

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FELKER, EMILY R., HEIDI E. KLOCKMANN, and NIVJA H. DE JONG. "How conceptualizing influences fluency in first and second language speech production." Applied Psycholinguistics 40, no. 1 (November 6, 2018): 111–36. http://dx.doi.org/10.1017/s0142716418000474.

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ABSTRACTWhen speaking in any language, speakers must conceptualize what they want to say before they can formulate and articulate their message. We present two experiments employing a novel experimental paradigm in which the formulating and articulating stages of speech production were kept identical across conditions of differing conceptualizing difficulty. We tracked the effect of difficulty in conceptualizing during the generation of speech (Experiment 1) and during the abandonment and regeneration of speech (Experiment 2) on speaking fluency by Dutch native speakers in their first (L1) and second (L2) language (English). The results showed that abandoning and especially regenerating a speech plan taxes the speaker, leading to disfluencies. For most fluency measures, the increases in disfluency were similar across L1 and L2. However, a significant interaction revealed that abandoning and regenerating a speech plan increases the time needed to solve conceptual difficulties while speaking in the L2 to a greater degree than in the L1. This finding supports theories in which cognitive resources for conceptualizing are shared with those used for later stages of speech planning. Furthermore, a practical implication for language assessment is that increasing the conceptual difficulty of speaking tasks should be considered with caution.

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Hao, Mingsheng, and Rohani Othman. "Automation of Function Assignment in the Models of Speech Production and Second Language Acquisition." Education Research International 2021 (September 7, 2021): 1–9. http://dx.doi.org/10.1155/2021/2441598.

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This article explores the concept of function assignment in first language (L1) and second language (L2) speech production, compares automation of function assignment in L1 and L2 speech production, pursues factors hampering automation of function assignment in L2 speech production, and discusses how to improve automation of function assignment in L2 speech production. Grammatical encoding, of which function assignment is one of the subordinate processes, is also one of the processes in L2 speech production. While function assignment in L1 speech production is mostly automatic, it demands much attentional resources and is executed under conscious supervision in L2 speech production. L2 learners’ incomplete knowledge of the target language and their limited working memory resources hamper automation of function assignment in L2 speech production. Furthermore, as per generative models of learning, to improve automation of function assignment, teachers can either adopt strategies or improve instructional designs targeting this subprocess. Together, this conceptual paper gives a comprehensive overview of automation of function assignment, explores its impact on second language acquisition (SLA), and reveals that it is feasible to facilitate automation of function assignment in L2 speech production by improving instructional designs, especially the presentation methods of sentence elements.

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Kim, Mi-Ryoung. "The effects of first-language sound change on second-language speech production." Journal of the Acoustical Society of America 132, no. 3 (September 2012): 1938. http://dx.doi.org/10.1121/1.4755127.

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Komaki, Ryo, Reiko Akahane-Yamada, and Shigeru Katagiri. "Effect of native language on the production of second-language speech segments." Acoustical Science and Technology 23, no. 3 (2002): 163–65. http://dx.doi.org/10.1250/ast.23.163.

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Cheon, Sang Yee. "Production of Korean Fricatives in Second Language Acquisition." Korean Linguistics 13 (January 1, 2006): 17–48. http://dx.doi.org/10.1075/kl.13.02syc.

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Abstract. This article examines the acoustic characteristics of Korean fricatives (lax /s/ and tense /s*/) in three vowel contexts (/a/, /i/, and /u/) in the speech of AE learners of Korean. AE learners fall into two groups based on their proficiency. Acoustically, Korean /s*/ is more similar to English /s/ than the latter is to Korean /s/. In terms of A/F duration ratio, the more similar sound (Korean /s*/) was easier for AE advanced learners of Korean to produce, while in terms of amplitude difference AE learners did not distinguish the Korean fricatives at all regardless of their proficiency level. In terms of the mean A/F duration ratio, the Korean /s*/ was authentically produced by AE advanced learners, but AE advanced and beginning learners of Korean inaccurately produced Korean /s/ was L2 advanced learners and L1 speakers used different strategies in the production of Korean fricatives. AE KSL advanced learners showed primacy of duration over amplitude, while AE KSL beginning learners showed no significant acoustic cue effects in differentiating the Korean fricatives /s/ and /s*/ in production. As in the speech production of Korean fricatives /s/ and /s*/ by AE learners of Korean, factors other than years spent learning L2 should be considered to explain the acquisition of L2 sounds.

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Kormos, Judit. "THE TIMING OF SELF-REPAIRS IN SECOND LANGUAGE SPEECH PRODUCTION." Studies in Second Language Acquisition 22, no. 2 (June 2000): 145–67. http://dx.doi.org/10.1017/s0272263100002011.

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The study explores the psycholinguistic processes underlying L2 self-repair behavior by means of analyzing the timing of various types of self-corrections found in the speech of 30 Hungarian speakers of English at three levels of proficiency (pre-intermediate, upper-intermediate, and advanced). The paper discusses the relevance of timing data for the existing models of speech monitoring and examines how the level of proficiency of L2 learners affects the speed of error detection and the execution of correction. The results obtained indicate that the perceptual loop theory and the activation spreading theory of monitoring both rightly assume that monitoring involves the same mechanisms as speech comprehension. The analysis of the timing data reveals that corrections of pragmatically inappropriate lexical choice have detection times very similar to those of lexical errors. This may be regarded as indirect evidence for the claim that lexical entries in the mental lexicon also contain specifications concerning their pragmatic value. The results show that the level of proficiency of the participants affects the time necessary for the lexical, grammatical, and phonological encoding of the repair, which is caused by the difference in the degree of automaticity of these mechanisms at various stages of L2 development.

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Kormos, Judit. "The Role of Attention in Monitoring Second Language Speech Production." Language Learning 50, no. 2 (June 2000): 343–84. http://dx.doi.org/10.1111/0023-8333.00120.

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Flege, James Emil, and Murray J. Munro. "The Word Unit in Second Language Speech Production and Perception." Studies in Second Language Acquisition 16, no. 4 (December 1994): 381–411. http://dx.doi.org/10.1017/s0272263100013437.

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The purpose of this study, which focused on the wordtacoas spoken in Spanish and English, was to explore the word as a unit in second language (L2) speech acquisition. As expected, acoustic measurements revealed that Spanish and English monolinguals' renditions oftacodiffered systematically. It was also shown that the extent to which Spanish/English bilinguals approximated English phonetic norms for any one segment oftacowas correlated with their approximation for the other three segments, and that early learners differentiated Spanish versus Englishtacomore than did late learners. It also appeared that the bilinguals produced /t/ with less English-like voice onset time (VOT) values in Englishtacothan in other English words without a cognate in Spanish. In a perception experiment, listeners were able to identify the native language of Spanish and English monolinguals on the basis of their production oftaco. The listeners heard larger differences between Spanish and Englishtacotokens spoken by early than late learners of English L2. Two additional perception experiments assessed further the phonetic dimensions that listeners use to determine language identity and to gauge bilinguals' speech production accuracy. Listeners assigned to language identification and goodness rating tasks responded to acoustic information distributed over all four segments intaco, although the VOT of the word-initial /t/ appeared to be the single most important phonetic dimension. Taken together, the results of this study suggest that (a) bilinguals' accuracy in producing the various segments of a second language word may be interrelated and (b) in judging L2 speech, listeners respond to phonetic errors distributed over the entire word.

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Flege, James E., Elaina M. Frieda, Amanda C. Walley, and Lauren A. Randazza. "LEXICAL FACTORS AND SEGMENTAL ACCURACY IN SECOND LANGUAGE SPEECH PRODUCTION." Studies in Second Language Acquisition 20, no. 2 (June 1998): 155–87. http://dx.doi.org/10.1017/s0272263198002034.

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Voice onset time (VOT) was measured in the production of /t/ in the initial position of 60 English words spoken by native English (NE) speakers and native Spanish (NS) speakers who began learning English before or after the age of 21 years. The subjects rated the words for familiarity, age of acquisition, imageability, and relatedness to word(s) in the Spanish lexicon. The subjects in all three groups showed two well-known phonetic effects: They produced longer VOT values in the context of high than nonhigh vowels, and longer VOT in one- than in two-syllable words. As expected, the NS subjects who learned English prior to the age of 21 years judged the English words to be more familiar and more like a Spanish word than did the subjects who began learning English later in life. Also, many but not all of the NS subjects produced /t/ with shorter VOT values than did the NE subjects. However, regression analyses showed that none of the lexical factors mentioned above or the text frequency of the 60 English words examined affected the NS subjects' VOT values. Thus, variation in the accuracy with which NS subjects produce English /t/ must be accounted for by factors other than the lexical status of the words in which /t/ occurs.

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Schwieter, John W., and Gretchen Sunderman. "Inhibitory control processes and lexical access in trilingual speech production." Linguistic Approaches to Bilingualism 1, no. 4 (October 25, 2011): 391–412. http://dx.doi.org/10.1075/lab.1.4.02sch.

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This study tests whether or not trilingual language learners rely on inhibitory control (IC) when accessing words during speech production. In particular, it investigates the extent to which second language (L2) and third language (L3) lexical robustness modulates such reliance. English language learners of French and Spanish participated in a picture-naming task containing language switches in all three of their languages. Analyses were conducted on the switching performance of the three languages followed by an exploration of how these effects were modulated by L2 and L3 lexical robustness. The results support reliance on IC for all three languages. Furthermore, the strength of L2 lexical robustness affected performance in all languages whereas the strength of L3 lexical robustness only affected L3 performance. The results suggest that in the context of having to switch between three languages within a single experiment, trilingual speakers rely on IC.

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Wisniewska, Natalia, and Joan C. Mora. "CAN CAPTIONED VIDEO BENEFIT SECOND LANGUAGE PRONUNCIATION?" Studies in Second Language Acquisition 42, no. 3 (March 19, 2020): 599–624. http://dx.doi.org/10.1017/s0272263120000029.

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AbstractThe present study investigated the potential benefits of extended exposure to captioned videos for second language pronunciation. We tested 90 L2 adult learners of English on speech processing skills (segmentation, speed of lexical access, and sentence processing) and phonological accuracy in perception (ABX discrimination) and production (accentedness ratings) before and after an 8-week treatment consisting of regular exposure to audiovisual materials. Participants were randomly assigned to four experimental conditions involving two viewing modes (captioned or uncaptioned) and two task focus conditions (focus on phonetic form or focus on meaning). Results showed benefits in speech segmentation and speech processing skills irrespective of viewing mode. No significant benefits were found for phonological accuracy in perception. In production, a focus on phonetic form improved pronunciation only in the absence of captions, whereas captioned viewing led to pronunciation gains as long as there was no focus on phonetic form. These findings suggest that pronunciation improvement can take place with the help of captions or, in the absence of captions, when learners’ attention is directed to pronunciation. Cognitive overload might explain why no benefits were obtained when attention was directed to pronunciation in a captioned viewing mode.

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Pál, Enikő. "Language-Specific Effects in Cross-Language Research and Their Implications for Second Language Acquisition: A Theoretical Enquiry." Acta Universitatis Sapientiae, Philologica 10, no. 2 (November 1, 2018): 7–20. http://dx.doi.org/10.2478/ausp-2018-0010.

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AbstractBoth in the theoretical framework of applied linguistics and empirical studies, second language acquisition is either examined within the universalist postulation of an innate language acquisition device or it is discussed in a pluralist manner featuring the great variety of language-specific influences. The present paper focuses on the latter issue, aiming to review some of the recent studies on the role of the mother tongue in second language speech perception and production. Our main interest is in phonetic learning. Thus, we shall particularly turn our attention to certain theoretical–empirical data regarding second language speech perception and production, such as the perceptual assimilation model, the native language magnet theory, and the articulatory setting theory.

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Karniol, Rachel. "Second-language acquisition via immersion in daycare." Journal of Child Language 17, no. 1 (February 1990): 147–70. http://dx.doi.org/10.1017/s0305000900013155.

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ABSTRACTThis paper presents a case study of second-language acquisition of Hebrew via immersion in daycare between 1;10 and 3;0. A period of silence was followed by rapid onset of L2 production simultaneously with many references to language itself. Eight types of language awareness were identified, and of these, several types may be prerequisites for starting L2 production. The nature of L2 speech during the first stages of production suggests that to crack the sematic code of L2, the child relies on identifiable contingencies between utterances and subsequent behaviours by speakers and listeners. As a result there are many more imperatives and interrogatives in L2 than are evident in L1 speech, and these appear to be learned by rote in an unanalysed manner. The transition to complex constructions occurs via the juxtaposition of known but syntactically unanalysed chunks, and results in patterns of syntactic errors similar to those of adult second-language learners. Reliance on L1 as a fall-back strategy was also evident. Several implications of these data for cognitive development in general are discussed.

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Chang, Charles B. "Rapid and multifaceted effects of second-language learning on first-language speech production." Journal of Phonetics 40, no. 2 (March 2012): 249–68. http://dx.doi.org/10.1016/j.wocn.2011.10.007.

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Verbeek, Lisa, Constance Vissers, Mirjam Blumenthal, and Ludo Verhoeven. "Cross-Language Transfer and Attentional Control in Early Bilingual Speech." Journal of Speech, Language, and Hearing Research 65, no. 2 (February 9, 2022): 450–68. http://dx.doi.org/10.1044/2021_jslhr-21-00104.

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Purpose: This study investigated the roles of cross-language transfer of first language (L1) and attentional control in second-language (L2) speech perception and production of sequential bilinguals, taking phonological overlap into account. Method: Twenty-five monolingual Dutch-speaking and 25 sequential bilingual Turkish–Dutch-speaking 3- and 4-year-olds were tested using picture identification tasks for speech perception in L1 Turkish and L2 Dutch, single-word tasks for speech production in L1 and L2, and a visual search task for attentional control. Phonological overlap was manipulated by dividing the speech tasks into subsets of phonemes that were either shared or unshared between languages. Results: In Dutch speech perception and production, monolingual children obtained higher accuracies than bilingual peers. Bilinguals showed equal performance in L1 and L2 perception but scored higher on L1 than on L2 production. For speech perception of shared phonemes, linear regression analyses revealed no direct effects of attention and L1 on L2. For speech production of shared phonemes, attention and L1 directly affected L2. When exploring unshared phonemes, direct effects of attentional control on L2 were demonstrated not only for speech production but also for speech perception. Conclusions: The roles of attentional control and cross-language transfer on L2 speech are different for shared and unshared phonemes. Whereas L2 speech production of shared phonemes is also supported by cross-language transfer of L1, L2 speech perception and production of unshared phonemes benefit from attentional control only. This underscores the clinical importance of considering phonological overlap and supporting attentional control when assisting young sequential bilinguals' L2 development.

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Van Lancker Sidtis, Diana. "Formulaic Language and Language Disorders." Annual Review of Applied Linguistics 32 (March 2012): 62–80. http://dx.doi.org/10.1017/s0267190512000104.

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The importance of formulaic language is recognized by many branches of the language sciences. Second language learners acquire a language using a maturationally advanced neurological substrate, leading to a profile of formulaic language use and knowledge that differs from that of the prepuberty learner. Unlike the considerable interest in formulaic language seen in second language learning, attention paid to this theme in clinical communicative disorders has been limited. Historically, verbal expressions preserved in severe nonfluent aphasia, including counting, interjections, and memorized phrases, have been referred to asautomatic speech. Closer examination of all forms of aphasic speech reveals a high proportion of formulaic expressions, while speech samples from persons with right hemisphere and subcortical damage show a significant impoverishment. These findings are supported by studies of persons with Alzheimer's disease, who have intact subcortical nuclei and abnormally high proportions of formulaic expressions, and Parkinson's disease, which is characterized by dysfunctional subcortical systems and impoverished formulaic language. Preliminary studies of schizophrenic speech also reveal a paucity of formulaic language. A dissociation between knowledge and use of the expressions is found in some of these populations. Observations in clinical adult subjects lead to a profile of cerebral function underlying production of novel and formulaic language, known as the dual processing model. Whereas the left hemisphere modulates newly created language, production of formulaic language is dependent on a right hemisphere/subcortical circuit. Implications of the dual process model for evaluation and treatment of language disorders are discussed.

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Cai, Xiao, Yulong Yin, and Qingfang Zhang. "Online Control of Voice Intensity in Late Bilinguals' First and Second Language Speech Production: Evidence From Unexpected and Brief Noise Masking." Journal of Speech, Language, and Hearing Research 64, no. 5 (May 11, 2021): 1471–89. http://dx.doi.org/10.1044/2021_jslhr-20-00330.

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Purpose Speech production requires the combined efforts of feedforward control and feedback control subsystems. The primary purpose of this study is to explore whether the relative weighting of auditory feedback control is different between the first language (L1) and the second language (L2) production for late bilinguals. The authors also make an exploratory investigation into how bilinguals' speech fluency and speech perception relate to their auditory feedback control. Method Twenty Chinese–English bilinguals named Chinese or English bisyllabic words, while being exposed to 30- or 60-dB unexpected brief masking noise. Variables of language (L1 or L2) and noise condition (quiet, weak noise, or strong noise) were manipulated in the experiment. L1 and L2 speech fluency tests and an L2 perception test were also included to measure bilinguals' speech fluency and auditory acuity. Results Peak intensity analyses indicated that the intensity increases in the weak noise and strong noise conditions were larger in L2-English than L1-Chinese production. Intensity contour analysis showed that the intensity increases in both languages had an onset around 80–140 ms, a peak around 220–250 ms, and persisted till 400 ms post vocalization onset. Correlation analyses also revealed that poorer speech fluency or L2 auditory acuity was associated with larger Lombard effect. Conclusions For late bilinguals, the reliance on auditory feedback control is heavier in L2 than in L1 production. We empirically supported a relation between speech fluency and the relative weighting of auditory feedback control, and provided the first evidence for the production–perception link in L2 speech motor control.

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Kornder, Lisa, and Ineke Mennen. "Longitudinal Developments in Bilingual Second Language Acquisition and First Language Attrition of Speech: The Case of Arnold Schwarzenegger." Languages 6, no. 2 (March 25, 2021): 61. http://dx.doi.org/10.3390/languages6020061.

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The purpose of this investigation was to trace first (L1) and second language (L2) segmental speech development in the Austrian German–English late bilingual Arnold Schwarzenegger over a period of 40 years, which makes it the first study to examine a bilingual’s speech development over several decades in both their languages. To this end, acoustic measurements of voice onset time (VOT) durations of word-initial plosives (Study 1) and formant frequencies of the first and second formant of Austrian German and English monophthongs (Study 2) were conducted using speech samples collected from broadcast interviews. The results of Study 1 showed a merging of Schwarzenegger’s German and English voiceless plosives in his late productions as manifested in a significant lengthening of VOT duration in his German plosives, and a shortening of VOT duration in his English plosives, closer to L1 production norms. Similar findings were evidenced in Study 2, revealing that some of Schwarzenegger’s L1 and L2 vowel categories had moved closer together in the course of L2 immersion. These findings suggest that both a bilingual’s first and second language accent is likely to develop and reorganize over time due to dynamic interactions between the first and second language system.

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Kawase, Saya. "The effects of second language proficiency on speech production in noise." Journal of the Acoustical Society of America 144, no. 3 (September 2018): 1721. http://dx.doi.org/10.1121/1.5067629.

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Broos, Wouter PJ, Wouter Duyck, and Robert J. Hartsuiker. "Monitoring speech production and comprehension: Where is the second-language delay?" Quarterly Journal of Experimental Psychology 72, no. 7 (October 30, 2018): 1601–19. http://dx.doi.org/10.1177/1747021818807447.

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Research on error monitoring suggests that bilingual Dutch–English speakers are slower to correct some speech errors in their second language (L2) as opposed to their first language (L1). But which component of self-monitoring is slowed down in L2, error detection or interruption and repair of the error? This study charted the time course of monitoring in monolingual English speakers and bilingual Dutch–English speakers in language production and language comprehension, with the aim of pinpointing the component(s) of monitoring that cause an L2 disadvantage. First, we asked whether phonological errors are interrupted more slowly in L2. An analysis of data from three speech error elicitation experiments indeed showed that Dutch–English bilinguals were slower to stop speaking after an error had been detected in their L2 (English) than in their L1 (Dutch), at least for interrupted errors. A similar L2 disadvantage was found when comparing the L2 of Dutch–English bilinguals to the L1 of English monolinguals. Second, monolingual English speakers and bilingual Dutch–English speakers performed a picture naming task, a production monitoring task, and a comprehension monitoring task. Bilingual English speakers were slower in naming pictures in their L2 than monolingual English speakers. However, the production monitoring task and comprehension monitoring task yielded comparable response latencies between monolinguals in their L1 and bilinguals in their L2, indicating that monitoring processes in L2 are not generally slower. We suggest that interruption and repair are planned concurrently and that the difficulty of repairing in L2 triggers a slow-down in L2 interruption.

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Dewaele, Jean-Marc, and Adrian Furnham. "Personality and speech production: a pilot study of second language learners." Personality and Individual Differences 28, no. 2 (February 2000): 355–65. http://dx.doi.org/10.1016/s0191-8869(99)00106-3.

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Cheng, Bing, and Yang Zhang. "The relationship between speech perception and production in second language learners." Journal of the Acoustical Society of America 125, no. 4 (April 2009): 2754. http://dx.doi.org/10.1121/1.4784618.

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Huang, Becky H. "The Effects of Age on Second Language Grammar and Speech Production." Journal of Psycholinguistic Research 43, no. 4 (August 23, 2013): 397–420. http://dx.doi.org/10.1007/s10936-013-9261-7.

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LEE, ANDREW H., and ROY LYSTER. "Can corrective feedback on second language speech perception errors affect production accuracy?" Applied Psycholinguistics 38, no. 2 (July 26, 2016): 371–93. http://dx.doi.org/10.1017/s0142716416000254.

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ABSTRACTThis study investigated whether different types of corrective feedback (CF) in second language speech perception training have differential effects on second language speech production. One hundred Korean learners of English were assigned to five different groups and participated in eight computer-assisted perception training sessions focusing on English vowels. While no CF was provided to the control group, participants in the four treatment groups received one of three types of auditory CF or a visual type of CF. A pretest, an immediate posttest, and a delayed posttest each consisted of a production measurement at a controlled-speech level. Results revealed that the extent to which the participants’ production accuracy benefited from the perception training depended on CF type. In addition, by adopting the perception accuracy data by Lee and Lyster (2016b), the current study found that improvement in perception accuracy was a significant predictor of improvement in production accuracy.

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Mayr, Robert, and Aysha Siddika. "Inter-generational transmission in a minority language setting: Stop consonant production by Bangladeshi heritage children and adults." International Journal of Bilingualism 22, no. 3 (October 16, 2016): 255–84. http://dx.doi.org/10.1177/1367006916672590.

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Aims and objectives: The purpose of this study was to gain a better understanding of speech development across successive generations of heritage language users, examining how cross-linguistic, developmental and socio-cultural factors affect stop consonant production. Design: To this end, we recorded Sylheti and English stop productions of two sets of Bangladeshi heritage families: (1) first-generation adult migrants from Bangladesh and their (second-generation) UK-born children, and (2) second-generation UK-born adult heritage language users and their (third-generation) UK-born children. Data and analysis: The data were analysed auditorily, using whole-word transcription, and acoustically, examining voice onset time. Comparisons were then made in both languages across the four groups of participants, and cross-linguistically. Findings: The results revealed non-native productions of English stops by the first-generation migrants but largely target-like patterns by the remaining sets of participants. The Sylheti stops exhibited incremental changes across successive generations of speakers, with the third-generation children’s productions showing the greatest influence from English. Originality: This is one of few studies to examine both the host and heritage language in an ethnic minority setting, and the first to demonstrate substantial differences in heritage language accent between age-matched second- and third-generation children. The study shows that current theories of bilingual speech learning do not go far enough in explaining how speech develops in heritage language settings. Implications: These findings have important implications for the maintenance, transmission and long-term survival of heritage languages, and show that investigations need to go beyond second-generation speakers, in particular in communities that do not see a steady influx of new migrants.

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Sales, April Jane. "Language Interference and Generative Phonology in Speech Production among Hiligaynon Native Speakers." REiLA : Journal of Research and Innovation in Language 4, no. 3 (December 20, 2022): 262–75. http://dx.doi.org/10.31849/reila.v4i3.7558.

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Among the places in Negros, Mambukal Resort is one of the spots where the English Language is the only utilised language between foreign tourists and the Hiligaynon vendors. This descriptive-qualitative study investigated the language interferences in speech production among Hiligaynon native speakers who use English as the second language in every transaction in Mambukal Resort, Negros Occidental. This study used the conceptual analysis technique to describe the content of documents found in the data gathered. Using the self-made guide questions for the interview process, the five recorded responses from 5 different representatives of the Flower shops located in this resort were successfully transcribed, analysed and interpreted. This study is anchored on Language Interference and Generative Phonology theory by Noam Chomsky and Morris Halle. With the K-12 program evident in the Philippines, data reveals that 4 out of 5 respondents have graduated at their junior level. Convenient purposive sampling was used in selecting the participants. Findings show that they had difficulty putting correct emphases on the correct syllables, and there is an unprecedented wave of intonation in each word. The pronunciation of the vowel sounds is compromised, and there needs to be more indicative of the content's comprehension. These findings led to the conclusion that respondents' L1 greatly influences not just the adaptation of the suprasegmental features of the target language but also the segmental features. It is recommended that language teachers be fully equipped with the governing standards of the first and second language to impart the use of the right language in the right circumstance. Students must be aware of the unique suprasegmental features of both languages through constant exposure to these languages.

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Gilbert, Annie C., Maxime Cousineau-Perusse, and Debra Titone. "L2 exposure modulates the scope of planning during first and second language production." Bilingualism: Language and Cognition 23, no. 5 (February 27, 2020): 1093–105. http://dx.doi.org/10.1017/s1366728920000115.

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AbstractThe psycholinguistic literature suggests that the length of a to-be-spoken phrase impacts the scope of speech planning, as reflected by different patterns of speech onset latencies. However, it is unclear whether such findings extend to first and second language (L1, L2) speech planning. Here, the same bilingual adults produced multi-phrase numerical equations (i.e., with natural break points) and single-phrase numbers (without natural break points) in their L1 and L2. For single-phrase utterances, both L1 and L2 were affected by L2 exposure. For multi-phrase utterances, L1 scope of planning was similar to what has been previously reported for monolinguals; however, L2 scope of planning exhibited variable patterns as a function of individual differences in L2 exposure. Thus, the scope of planning among bilinguals varies as a function of the complexity of their utterances: specifically, by whether people are speaking in their L1 or L2, and bilingual language experience.

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Zen, Evynurul Laily. "Role of Regional Language Background and Speech Styles on the Production of Voice Onset Time (VOT) in English among Indonesian Multilinguals." Indonesian Journal of Applied Linguistics 10, no. 2 (October 18, 2020): 359–68. http://dx.doi.org/10.17509/ijal.v10i2.28604.

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This paper seeks to contribute to the nature of cross-linguistic transfer in the production of English Voice Onset Time (VOT) by adult multilingual speakers in Indonesia in view of how different regional home languages and speech settings shape the phonetic realizations. Three adult multilinguals participated in this pilot project. They are all learners of English as the third language (L3) at the Department of English of a state university in Malang, Indonesia who acquire different regional home languages – Javanese, Sundanese, and Madurese – as the first language (L1) and speak Indonesian as the second language (L2). The participants’ production of bilabial stop consonants of English /p/ and /b/ were elicited from two different speech settings; a careful speech via text readings (monologue and dialogue) and wordlist reading, and a spontaneous speech through natural conversation among participants. 21 tokens from each participant were then analyzed acoustically in Praat. The findings show that the bilingual speaker with L1 Sundanese consistently produced the shortest VOT values of both /p/ and /b/. The Javanese speaker produced the intermediate lag, whereas the Madurese speaker produced the longest aspiration interval. It is shown that the Sundanese language provides the strongest transfer effect, while Madurese gives the least effect. In light of cross-linguistic transfer, however, the overall VOT productions clearly put forth evidence of L1 phonological transfer. The production of non-native bilabial stop VOTs of English is largely due to the absence of this phonetic property in Javanese and Sundanese while Madurese shows marginal similarities. The findings also demonstrate that speech styles play only a marginal role in determining the production of VOTs that the VOTs of /p/ and /b/ in careful speech is found to be slightly longer than in the spontaneous settings. This study makes an original contribution to the area of phonological acquisition in adult speakers by giving attention to the understudied languages of Indonesia in order to more fully understand the interaction of different language systems in multilingual language acquisition and development.

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Lengeris, Angelos. "Computer-based auditory training improves second-language vowel production in spontaneous speech." Journal of the Acoustical Society of America 144, no. 3 (September 2018): EL165—EL171. http://dx.doi.org/10.1121/1.5052201.

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Bassetti, Bene. "Orthography affects second language speech: Double letters and geminate production in English." Journal of Experimental Psychology: Learning, Memory, and Cognition 43, no. 11 (November 2017): 1835–42. http://dx.doi.org/10.1037/xlm0000417.

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Wachuku, Ukachi Nnenna. "Interlanguage Request Production of Nigerian Learners of English as a Second Language." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (March 22, 2017): 94–103. http://dx.doi.org/10.18844/prosoc.v3i3.1535.

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Within the Nigerian context, the communicative approach to English language teaching and learning is developing. However, the overemphasis of grammatical competence in the English language curriculum and pedagogy and the dearth of research into the interlanguage pragmatics of Nigerian ESL learners lead to inadequate knowledge of the pragmatic features of the English of Nigerian learners. This provides little basis for the teaching and learning of pragmatic competence, which according to Finegan (2008), is an important factor in the achievement of fluency in an L2. Using a discourse completion task and the CCSARP (Cross-Cultural Speech Act Realization Project) coding scheme (Blum-Kulka & Olshtain, 1984), this study investigated the request strategies of Nigerian undergraduate ESL learners whose native language is Igbo. The results revealed a preference for directness in their request production. Recommendations were made as regards the ESL curriculum and classroom practices.Keywords: pragmatic competence; speech act; requesting;

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DENOUDEN, D. "Neural correlates of Dutch Verb Second in speech production." Brain and Language 104, no. 2 (February 2008): 122–31. http://dx.doi.org/10.1016/j.bandl.2007.05.001.

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Poarch, Gregory J., and Janet G. van Hell. "Cross-language activation in children’s speech production: Evidence from second language learners, bilinguals, and trilinguals." Journal of Experimental Child Psychology 111, no. 3 (March 2012): 419–38. http://dx.doi.org/10.1016/j.jecp.2011.09.008.

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Zeng, Simin. "A Three-dimensional Classification System of Second Language Self-repair." Theory and Practice in Language Studies 9, no. 8 (August 1, 2019): 917. http://dx.doi.org/10.17507/tpls.0908.04.

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Self-repair is the change(s) a speaker makes to his/her ongoing speech due to any concern in talk. Previous psycholinguistic taxonomies of self-repair regard it as manifestations of individual speech production problems. This study questions this stand by investigating the self-repair behaviour of English language learners from two secondary schools in China, examining their task discourse and stimulated-recall comments. The results enables a three-dimensional classification system that analyses self-repair with reference to 1) the change(s) involved in a self-repair that is reflected in a certain domain of language, 2) the strategy employed to make the change(s) , and 3) the problem that prompts a speaker to self-repair. Analysis of the problems underlying the occurrences of self-repair demonstrates that L2 learners use self-repair to deal with problems in the interactions and the communicative contexts, in addition to their production problems.

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Journal articles on the topic 'Second language speech production'

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