Literaturnachweis - Detailanzeige
| Autor/in | Liu, Xiaoluan |
|---|---|
| Titel | Individual Differences in Processing Non-Speech Acoustic Signals Influence Cue Weighting Strategies for L2 Speech Contrasts |
| Quelle | In: Journal of Psycholinguistic Research, 51 (2022) 4, S.903-916 (14 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Liu, Xiaoluan) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0090-6905 |
| DOI | 10.1007/s10936-022-09869-5 |
| Schlagwörter | Individual Differences; Language Processing; Native Language; Chinese; English (Second Language); Second Language Learning; Second Language Instruction; Speech Communication; Acoustics; Cues; Task Analysis; Phonology; Phonemes; Correlation |
| Abstract | How could individual differences in processing non-speech acoustic signals influence their cue weighting strategies for L2 speech contrasts? The present study investigated this question by testing forty L1 Chinese-L2 English listeners with two tasks: one for testing the listeners' sensitivity to pitch and temporal information of non-speech acoustic signals; the other for testing their cue weighting (VOT, F0) strategies for distinguishing voicing contrasts in English stop consonants. The results showed that the more sensitive the listeners were to temporal differences of non-speech acoustic signals, the more they relied on VOT to differentiate between the voicing contrasts in English stop consonants. No such association was found between listeners' differences in sensitivity to pitch changes of non-speech acoustic signals and their reliance on F0 to cue the voicing contrasts. The results could shed light on the different processing mechanisms for pitch and temporal information of acoustic signals. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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