A Protracted Developmental Trajectory for English-Learning Children's Detection of Consonant Mispronunciations in Newly Learned Words

Autor/inn/en	Quam, Carolyn; Swingley, Daniel
Titel	A Protracted Developmental Trajectory for English-Learning Children's Detection of Consonant Mispronunciations in Newly Learned Words
Quelle	In: Language Acquisition: A Journal of Developmental Linguistics, 30 (2023) 3-4, S.256-276 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1048-9223
DOI	10.1080/10489223.2022.2069026
Schlagwörter	Error Patterns; Pronunciation; Vocabulary Development; Intonation; Suprasegmentals; Language Variation; Learning Processes; Speech Communication; Phonology; Preschool Children; Phonemes; Native Speakers; Adults; Comparative Analysis; Acoustics; Phonetics; Training; Language Acquisition; English; Task Analysis; Difficulty Level; Auditory Stimuli + Suchen Sie Ihr Suchwort? Fehlertyp; Aussprache; Wortschatzarbeit; Sprachenvielfalt; Learning process; Lernprozess; Fonologie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Fonem; Muttersprachler; Akustik; Phonetik; Fonetik; Ausbildung; Sprachaneignung; Spracherwerb; English language; Englisch; Aufgabenanalyse; Schwierigkeitsgrad; Auditive Stimulation
Abstract	Children are adept at learning their language's speech-sound categories, but just how these categories function in their developing lexicon has not been mapped out in detail. Here, we addressed whether, in a language-guided looking procedure, 2-year-olds would respond to a mispronunciation of the voicing of the initial consonant of a newly learned word. First, to provide a baseline of mature native-speaker performance, adults were taught a new word under training conditions of low prosodic variability. In a second experiment, 24- and 30-month-olds were taught a new word under training conditions of high or low prosodic variability. Children and adults showed evidence of learning the taught word. Adults' target looking was reduced when the novel word was realized at test with a change in the voicing of the initial consonant, but children did not show any such decrement in target fixation. For both children and adults, most learners did not treat the phonologically distinct variant as a different word. Acoustic-phonetic variability during teaching did not have consistent effects. Thus, under conditions of intensive short-term training, 24- and 30-month-olds did not differentiate a newly learned word from a variant differing only in consonant voicing. High task complexity during training could explain why mispronunciation detection was weaker here than in some prior studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01