Phonetic Processing When Learning Words

Autor/inn/en	Havy, Mélanie; Bouchon, Camillia; Nazzi, Thierry
Titel	Phonetic Processing When Learning Words
Quelle	In: International Journal of Behavioral Development, 40 (2016) 1, S.41-52 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025415570646
Schlagwörter	Phonetics; Language Processing; Infants; Language Acquisition; Bilingualism; Second Language Learning; Vocabulary Development; Phonology; French; Spanish; Italian; Portuguese; English; German; Language Classification; Language Research; Contrastive Linguistics; Multivariate Analysis; Foreign Countries; Language Skills; Measures (Individuals); France; MacArthur Communicative Development Inventory + Suchen Sie Ihr Suchwort? Phonetik; Fonetik; Sprachverarbeitung; Infant; Toddler; Toddlers; Kleinkind; Sprachaneignung; Spracherwerb; Bilingualismus; Zweitsprachenerwerb; Wortschatzarbeit; Fonologie; Französisch; Spanisch; Italienisch; Portugiesischunterricht; English language; Englisch; Deutscher; Sprachtypologie; Sprachforschung; Linguistics; Kontrastive Linguistik; Multivariate Analyse; Ausland; Language skill; Sprachkompetenz; Messdaten; Frankreich
Abstract	Infants have remarkable abilities to learn several languages. However, phonological acquisition in bilingual infants appears to vary depending on the phonetic similarities or differences of their two native languages. Many studies suggest that learning contrasts with different realizations in the two languages (e.g., the /p/, /t/, /k/ stops have similar VOT values in French, Spanish, Italian and European Portuguese, but can be confounded with the /b/, /d/, /g/ in German and English) poses a particular challenge. The current study explores how similarity or difference in the realization of phonetic contrasts affects word-learning outcomes. Bilingual infants aged 16 months were tested on their capacity to learn pairs of new words, differing by a phonological feature (voicing versus place) on their initial consonant. Two groups of infants were considered: bilinguals exposed to languages (French and either Spanish, Italian or European Portuguese) in which the contrasts tested are realized relatively similarly ("similar contrast" group) and bilinguals exposed to languages (French and either English or German) in which the contrasts are realized very differently ("different contrast" group). In the present word-learning situation, the "similar contrast" bilinguals successfully processed the relevant phonetic detail of the word forms, while the "different contrast" bilinguals failed. The present pattern reveals the impact on word learning of phonological differences between the two languages, which is consistent with studies reporting slight time course differences among bilinguals in phonological acquisition. In line with a larger literature on bilingual acquisition, these results provide further evidence that linguistic similarity or difference in the two languages influences the pattern of bilingual acquisition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01