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1. Intonational Cues to Segmental Contrasts in the Native Language Facilitate the Processing of Intonational Cues to Lexical Stress in the Second Language

   https://doi.org/10.3389/fcomm.2022.845430  

   Kim, Hyoju; Tremblay, Annie (April 2022, Frontiers in Communication)

   This study examines whether second language (L2) learners' processing of an intonationally cued lexical contrast is facilitated when intonational cues signal a segmental contrast in the native language (L1). It does so by investigating Seoul Korean and French listeners' processing of intonationally cued lexical-stress contrasts in English. Neither Seoul Korean nor French has lexical stress; instead, the two languages have similar intonational systems where prominence is realized at the level of the Accentual Phrase. A critical difference between the two systems is that French has only one tonal pattern underlying the realization of the Accentual Phrase, whereas Korean has two underlying tonal patterns that depend on the laryngeal feature of the phrase-initial segment. The L and H tonal cues thus serve to distinguish segments at the lexical level in Korean but not in French; Seoul Korean listeners are thus hypothesized to outperform French listeners when processing English lexical stress realized only with (only) tonal cues (H * on the stressed syllable). Seoul Korean and French listeners completed a sequence-recall task with four-item sequences of English words that differed in intonationally cued lexical stress (experimental condition) or in word-initial segment (control condition). The results showed higher accuracy for Seoul Korean listeners than for French listeners only when processing English lexical stress, suggesting that the processing of an intonationally cued lexical contrast in the L2 is facilitated when intonational cues signal a segmental contrast in the L1. These results are interpreted within the scope of the cue-based transfer approach to L2 prosodic processing. 

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2. Developmental change in English‐learning children's interpretations of salient pitch contours in word learning

   https://doi.org/10.1111/infa.12587  

   Quam, Carolyn; Swingley, Daniel (February 2024, Infancy)

   Abstract To efficiently recognize words, children learning an intonational language like English should avoid interpreting pitch‐contour variation as signaling lexical contrast, despite the relevance of pitch at other levels of structure. Thus far, the developmental time‐course with which English‐learning children rule out pitch as a contrastive feature has been incompletely characterized. Prior studies have tested diverse lexical contrasts and have not tested beyond 30 months. To specify the developmental trajectory over a broader age range, we extended a prior study (Quam & Swingley, 2010), in which 30‐month‐olds and adults disregarded pitch changes, but attended to vowel changes, in newly learned words. Using the same phonological contrasts, we tested 3‐ to 5‐year‐olds, 24‐month‐olds, and 18‐month‐olds. The older two groups were tested using the language‐guided‐looking method. The oldest group attended to vowels but not pitch. Surprisingly, 24‐month‐olds ignored not just pitch but sometimes vowels as well—conflicting with prior findings of phonological constraint at 24 months. The youngest group was tested using the Switch habituation method, half with additional phonetic variability in training. Eighteen‐month‐olds learned both pitch‐contrasted and vowel‐contrasted words, whether or not additional variability was present. Thus, native‐language phonological constraint was not evidenced prior to 30 months (Quam & Swingley, 2010). We contextualize our findings within other recent work in this area. 

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3. Observing gestures during L2 word learning facilitates differentiation between unfamiliar speech sounds and word meanings

   Morett, Laura M (August 2023, Proceedings of the Cognitive Science Society)

   Goldwater, M; Angora, F; Hayes, B; Ong, D (Ed.)

   This study investigated how observing pitch gestures conveying lexical tones and representational gestures conveying word meanings when learning L2 Mandarin words differing in lexical tone affects their subsequent semantic and phonological processing in L1 English speakers using the N400 event-related potential (ERP). Larger N400s for English target words mismatching vs. matching Mandarin prime words in meaning were observed for words learned with pitch and representational gesture, but not no gesture. Additionally, larger N400s for Mandarin target words mismatching vs. matching Mandarin prime words in lexical tone were observed for words learned with pitch gesture, but not representational or no gesture. These findings provide the first ERP evidence that observing gestures conveying phonological and semantic information during L2 word learning enhances subsequent phonological and semantic processing of learned L2 words. 

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4. Apparent-time variation in the use of multiple cues for perception of anticipatory nasal coarticulation in California English

   https://doi.org/10.16995/glossa.10831  

   Zellou, Georgia; Cohn, Michelle (January 2024, Glossa: a journal of general linguistics)

   This study examines apparent-time variation in the use of multiple acoustic cues present on coarticulatorily nasalized vowels in California English. Eighty-nine listeners ranging in age from 18-58 (grouped into 3 apparent-time categories based on year of birth) performed lexical identifications on syllables excised from words with oral and nasal codas from six speakers who produced either minimal (n=3) or extensive (n=3) anticipatory nasal coarticulation (realized by greater vowel nasalization, F1 bandwidth, and diphthongization on vowels in CVN contexts). Results showed no differences across listeners’ identification for Extensively coarticulated vowels, as well as oral vowels by both types of speakers (all at-ceiling). Yet, performance for the Minimal Coarticulators’ nasalized vowels was lowest for the older listener group and increased over apparent-time. Perceptual cue-weighting analyses revealed that older listeners rely more on F1 bandwidth, while younger listeners rely more on acoustic nasality, as coarticulatory cues providing information about lexical identity. Thus, there is evidence for variation in apparent- time in the use of the different coarticulatory cues present on vowels. Younger listeners’ cue weighting allows them flexibility to identify lexical items given a range of coarticulatory variation across (here, younger) speakers, while older listeners’ cue weighting leads to reduced performance for talkers producing innovative phonetic forms. This study contributes to our understanding of the relationship between multidimensional acoustic features resulting from coarticulation and the perceptual re-weighting of cues that can lead to sound change over time. 

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5. EVEN IN THE BEST-CASE SCENARIO L2 LEARNERS HAVE PERSISTENT DIFFICULTY PERCEIVING AND UTILIZING TONES IN MANDARIN: FINDINGS FROM BEHAVIORAL AND EVENT-RELATED POTENTIALS EXPERIMENTS

   https://doi.org/10.1017/S027226312000039X  

   Pelzl, Eric; Lau, Ellen F.; Guo, Taomei; DeKeyser, Robert (September 2020, Studies in Second Language Acquisition)

   null (Ed.)

   Abstract Lexical tones are widely believed to be a formidable learning challenge for adult speakers of nontonal languages. While difficulties—as well as rapid improvements—are well documented for beginning second language (L2) learners, research with more advanced learners is needed to understand how tone perception difficulties impact word recognition once learners have a substantial vocabulary. The present study narrows in on difficulties suggested in previous work, which found a dissociation in advanced L2 learners between highly accurate tone identification and largely inaccurate lexical decision for tone words. We investigate a “best-case scenario” for advanced L2 tone word processing by testing performance in nearly ideal listening conditions—with words spoken clearly and in isolation. Under such conditions, do learners still have difficulty in lexical decision for tone words? If so, is it driven by the quality of lexical representations or by L2 processing routines? Advanced L2 and native Chinese listeners made lexical decisions while an electroencephalogram was recorded. Nonwords had a first syllable with either a vowel or tone that differed from that of a common disyllabic word. As a group, L2 learners performed less accurately when tones were manipulated than when vowels were manipulated. Subsequent analyses showed that this was the case even in the subset of items for which learners showed correct and confident tone identification in an offline written vocabulary test. Event-related potential results indicated N400 effects for both nonword conditions in L1, but only vowel N400 effects in L2, with tone responses intermediate between those of real words and vowel nonwords. These results are evidence of the persistent difficulty most L2 learners have in using tones for online word recognition, and indicate it is driven by a confluence of factors related to both L2 lexical representations and processing routines. We suggest that this tone nonword difficulty has real-world implications for learners: It may result in many toneless word representations in their mental lexicons, and is likely to affect the efficiency with which they can learn new tone words. 

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