Cross-Linguistic Interaction in Trilingual Phonological Development: The Role of the Input in the Acquisition of the Voicing Contrast

Autor/inn/en	Mayr, Robert; Montanari, Simona
Titel	Cross-Linguistic Interaction in Trilingual Phonological Development: The Role of the Input in the Acquisition of the Voicing Contrast
Quelle	In: Journal of Child Language, 42 (2015) 5, S.1006-1035 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000914000592
Schlagwörter	Phonology; Multilingualism; Linguistic Input; Italian; Spanish; Child Language; Acoustics; Comparative Analysis; Speech Communication; Siblings; English; Language Acquisition; Second Language Learning; Children; Transfer of Training; Role; Contrastive Linguistics + Suchen Sie Ihr Suchwort? Fonologie; Mehrsprachigkeit; Multilingualismus; Sprachbildung; Italienisch; Spanisch; 'Children''s language'; Kindersprache; Akustik; Sibling; Geschwister; English language; Englisch; Sprachaneignung; Spracherwerb; Zweitsprachenerwerb; Child; Kind; Kinder; Training; Transfer; Ausbildung; Rollen; Linguistics; Kontrastive Linguistik
Abstract	This paper examines the production of word-initial stops by two simultaneous trilingual sisters, aged 6;8 and 8;1, who receive regular input in Italian and English from multiple speakers, but in Spanish from only one person. The children's productions in each language were analyzed acoustically and compared to those of their main input providers. The results revealed consistent cross-linguistic differences by both children, including between Italian and Spanish stops, although these have identical properties in the speech of Italian- and Spanish-speaking adults. While the children's English stops were largely target-like, their Italian stops exhibited non-target-like realizations in the direction of English, suggesting interactions. Interestingly, their Spanish productions were largely unaffected by cross-linguistic interactions, with target-like voiceless stops, and voiced stops predominantly realized as spirants. These findings raise interesting questions about phonological development in multilingual settings and demonstrate that the number and type of input providers may crucially affect cross-linguistic interactions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01