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Autor/inRojczyk, Arkadiusz
TitelNonnative Perception of Allophonic Cues to Word Boundaries: "Lou Spills" versus "Loose Pills" for Speakers of Polish
QuelleIn: Language Acquisition: A Journal of Developmental Linguistics, 26 (2019) 1, S.97-105 (9 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Rojczyk, Arkadiusz)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1048-9223
DOI10.1080/10489223.2018.1433672
SchlagwörterCues; Polish; Language Acquisition; Accuracy; English; Spanish; Japanese; Second Language Learning; Phonemes; English (Second Language); Language Proficiency; Reaction Time; French; Contrastive Linguistics; Speech Communication; Pronunciation; Second Language Instruction; College Students; Foreign Countries; Acoustics; Phonetics; Auditory Discrimination; Poland
AbstractWord segmentation in L2 is not as optimal as in L1 because many, though not all, cues to signal word boundaries appear to be largely language-specific. Native English listeners use short-lag versus long-lag VOTs in segmenting pairs such as "Lou spills" versus "loose pills." Polish contrasts negative versus short-lag VOTs, so speakers of Polish are expected to be largely insensitive to this English word-boundary cue. Forty-three lower-proficiency and 26 higher-proficiency Polish learners of English segmented English words from VOT cues. Both accuracy and RT measures were analyzed. The results showed that the general accuracy was 59%, identical to Spanish (Altenberg 2005) and French speakers (Shoemaker 2014) and lower than that for Japanese speakers (Ito & Strange 2009). There was no difference between segmenting aspirated and unaspirated onsets in accuracy or RTs. Higher proficiency did not lead to more successful segmentation, but higher-proficiency listeners were faster in their decisions. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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