Literaturnachweis - Detailanzeige
| Autor/inn/en | Ingvalson, Erin M.; Holt, Lori L.; McClelland, James L. |
|---|---|
| Titel | Can Native Japanese Listeners Learn to Differentiate /r-l/ on the Basis of F3 Onset Frequency? |
| Quelle | In: Bilingualism: Language and Cognition, 15 (2012) 2, S.255-274 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1366-7289 |
| DOI | 10.1017/S1366728911000447 |
| Schlagwörter | Evidence; Feedback (Response); Stimuli; Artificial Speech; Oral Language; Identification; Japanese; Listening Skills; Auditory Perception; English (Second Language); Second Language Learning; Generalization; Native Language; Pronunciation |
| Abstract | Many attempts have been made to teach native Japanese listeners to perceptually differentiate English /r-l/ (e.g. "rock-lock"). Though improvement is evident, in no case is final performance native English-like. We focused our training on the third formant onset frequency, shown to be the most reliable indicator of /r-l/ category membership. We first presented listeners with instances of synthetic /r-l/ stimuli varying only in F3 onset frequency, in a forced-choice identification training task with feedback. Evidence of learning was limited. The second experiment utilized an adaptive paradigm beginning with non-speech stimuli consisting only of /r/ and /l/ F3 frequency trajectories progressing to synthetic speech instances of /ra-la/; half of the trainees received feedback. Improvement was shown by some listeners, suggesting some enhancement of /r-l/ identification is possible following training with only F3 onset frequency. However, only a subset of these listeners showed signs of generalization of the training effect beyond the trained synthetic context. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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