Explaining Individual Variation in L2 Perception: Rounded Vowels in English Learners of German

Autor/inn/en	Mayr, Robert; Escudero, Paola
Titel	Explaining Individual Variation in L2 Perception: Rounded Vowels in English Learners of German
Quelle	In: Bilingualism: Language and Cognition, 13 (2010) 3, S.279-297 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-7289
DOI	10.1017/S1366728909990022
Schlagwörter	Vowels; Second Language Learning; German; Perceptual Development; English; Native Speakers; Language Variation; Contrastive Linguistics; Prediction; Language Processing; Task Analysis; Identification; Oral Language; Auditory Perception + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Deutscher; Wahrnehmungsentwicklung; English language; Englisch; Muttersprachler; Sprachenvielfalt; Linguistics; Kontrastive Linguistik; Vorhersage; Sprachverarbeitung; Aufgabenanalyse; Identifikation; Identifizierung; Oral interpretation; Mündlicher Sprachgebrauch; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik
Abstract	Most empirical research in L2 vowel perception focuses on the development of groups of learners. However, recent studies indicate that individual learners' developmental paths in L2 vowel perception may not be uniform (e.g., Escudero, 2001; Escudero and Boersma, 2004; Morrison, 2009). The aim of the present study is to add to this line of research by investigating (1) whether individual English learners of German follow different paths in their perceptual development of six rounded German vowels, and (2) whether the observed patterns are explicable on the basis of Escudero's (2005) Second-Language Linguistic Perception (L2LP) model. A cross-language perceptual assimilation experiment revealed that learners' assimilation of L2 sounds to native categories is indeed highly diverse, yet systematic. Importantly, these cross-language mapping patterns largely predict the learners' further development in L2 vowel perception, as assessed in a forced-choice identification task. Implications for explanatory frameworks in second-language speech research are discussed. (As Provided).
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Update	2017/4/10