Prosodic Cues in Second-Language Speech Processing: A Visual World Eye-Tracking Study

Autor/inn/en	Perdomo, Michelle; Kaan, Edith
Titel	Prosodic Cues in Second-Language Speech Processing: A Visual World Eye-Tracking Study
Quelle	In: Second Language Research, 37 (2021) 2, S.349-375 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Perdomo, Michelle) ORCID (Kaan, Edith)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/0267658319879196
Schlagwörter	Second Language Learning; Intonation; Suprasegmentals; Language Processing; Speech Communication; Cues; Auditory Perception; Native Speakers; Syntax; Semantics; Eye Movements; Language Proficiency; English; Chinese; English (Second Language); Phonology; Pronunciation; Short Term Memory; Contrastive Linguistics; Language Tests + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Sprachverarbeitung; Stichwort; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Muttersprachler; Semantik; Augenbewegung; Language skill; Language skills; Sprachkompetenz; English language; Englisch; China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache; Fonologie; Aussprache; Kurzzeitgedächtnis; Linguistics; Kontrastive Linguistik; Language test; Sprachtest
Abstract	Listeners interpret cues in speech processing immediately rather than waiting until the end of a sentence. In particular, prosodic cues in auditory speech processing can aid listeners in building information structure and contrast sets. Native speakers even use this information in combination with syntactic and semantic information to build mental representations predictively. Research on second-language (L2) learners suggests that learners have difficulty integrating linguistic information across various domains, likely subject to L2 proficiency levels. The current study investigated eye-movement behavior of native speakers of English and Chinese learners of English in their use of contrastive intonational cues to restrict the set of upcoming referents in a visual world paradigm. Both native speakers and learners used contrastive pitch accent to restrict the set of referents. Whereas native speakers anticipated the upcoming set of referents, this was less clear in the L2 learners. This suggests that learners are able to integrate information across multiple domains to build information structure in the L2 but may not do so predictively. Prosodic processing was not affected by proficiency or working memory in the L2 speakers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01