The Acoustic Features and Didactic Function of Foreigner-Directed Speech: A Scoping Review

Autor/inn/en	Piazza, Giorgio; Martin, Clara D.; Kalashnikova, Marina
Titel	The Acoustic Features and Didactic Function of Foreigner-Directed Speech: A Scoping Review
Quelle	In: Journal of Speech, Language, and Hearing Research, 65 (2022) 8, S.2896-2918 (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Piazza, Giorgio) ORCID (Martin, Clara D.) ORCID (Kalashnikova, Marina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Acoustics; Speech Communication; Vowels; Articulation (Speech); Second Language Learning; Language Acquisition; Native Language; Language Fluency; Suprasegmentals; Intonation; Emotional Response; Language Proficiency; Dialects; Interpersonal Communication; Infants + Suchen Sie Ihr Suchwort? Akustik; Zweitsprachenerwerb; Sprachaneignung; Spracherwerb; Language skill; Language skills; Sprachkompetenz; Emotionales Verhalten; Dialect; Dialekt; Interpersonale Kommunikation; Infant; Toddler; Toddlers; Kleinkind
Abstract	Purpose: This scoping review considers the acoustic features of a clear speech register directed to nonnative listeners known as foreigner-directed speech (FDS). We identify vowel hyperarticulation and low speech rate as the most representative acoustic features of FDS; other features, including wide pitch range and high intensity, are still under debate. We also discuss factors that may influence the outcomes and characteristics of FDS. We start by examining accommodation theories, outlining the reasons why FDS is likely to serve a didactic function by helping listeners acquire a second language (L2). We examine how this speech register adapts to listeners' identities and linguistic needs, suggesting that FDS also takes listeners' L2 proficiency into account. To confirm the didactic function of FDS, we compare it to other clear speech registers, specifically infant-directed speech and Lombard speech. Conclusions: Our review reveals that research has not yet established whether FDS succeeds as a didactic tool that supports L2 acquisition. Moreover, a complex set of factors determines specific realizations of FDS, which need further exploration. We conclude by summarizing open questions and indicating directions and recommendations for future research. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01