Literaturnachweis - Detailanzeige
| Autor/inn/en | Von Holzen, Katie; van Ommen, Sandrien; White, Katherine S.; Nazzi, Thierry |
|---|---|
| Titel | The Impact of Phonological Biases on Mispronunciation Sensitivity and Novel Accent Adaptation |
| Quelle | In: Language Learning and Development, 19 (2023) 3, S.303-322 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Von Holzen, Katie) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1547-5441 |
| DOI | 10.1080/15475441.2022.2071717 |
| Schlagwörter | Pronunciation; Vowels; Phonology; Phonemes; Language Variation; Infants; Language Acquisition; Toddlers; Language Processing; French; Standard Spoken Usage; Word Recognition; Familiarity; Error Patterns; Speech Communication; Comparative Analysis; Foreign Countries; Visual Stimuli; Auditory Stimuli; Reaction Time; Task Analysis; France (Paris) |
| Abstract | Successful word recognition requires that listeners attend to differences that are phonemic in the language while also remaining flexible to the variation introduced by different voices and accents. Previous work has demonstrated that American-English-learning 19-month-olds are able to balance these demands: although one-off one-feature mispronunciations typically disrupt English-learning toddlers' lexical access, they no longer do after toddlers are exposed to a novel accent in which these changes occur systematically. The flexibility to deal with different types of variation may not be the same for toddlers learning different first languages, however, as language structure shapes early phonological biases. We examined French-learning 19-month-olds' sensitivity and adaptation to a novel accent that shifted either the standard pronunciation of /a/ from [a] to [open-mid front unrounded vowel] (Experiment 1) or the standard pronunciation of /p/ from [p] to [t] (Experiment 2). In Experiment 1, French-learning toddlers recognized words with /a/ produced as [open-mid front unrounded vowel], regardless of whether they were previously exposed to an accent that contained this vowel shift or not. In Experiment 2, toddlers did not recognize words with /p/ pronounced as [t] at test unless they were first familiarized with an accent that contained this consonant shift. These findings are consistent with evidence that French-learning toddlers privilege consonants over vowels in lexical processing. Together with previous work, these results demonstrate both differences and similarities in how French- and English-learning children treat variation, in line with their language-specific phonological biases. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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