Deguchi, Masanori (Western Washington University)

Hirata, Y. (2004) Effects of speaking rate on the vowel length distinction in Japanese. Journal of Phonetics.

Kinoshita, K. at al. (2002) Duration and F0 as perceptual cues to Japanese vowel quantity. Perception.

Vance, T. (2008) The Sounds of Japanese

The present study investigates the role of vowels in the assessment of a non-native accent, through both acoustic and perceptual approaches to the analysis of L1 and L2 Italian speech. To this purpose, 5 Italian, 5 Chinese and 5 Russian female speakers were instructed to read and record a short Italian text containing the whole vocalic inventory of the Italian language. The involved non-native speakers had an advanced level of competence of Italian and a strong foreign accent perceptually assessed. A spectro-acoustic analysis of stressed and unstressed Italian vowels, in closed and open syllables, was carried out: F₁-F₂ and duration values were detected for each of the 360 selected vocalic elements; formant values were normalized. Furthermore, a perceptual test was also arranged. To this end, the native Italian speaker that received the highest rating as standard accented voice (pre-test) was selected and used both as donor and receiver of a vowel transplantation. Non-native vowels were transplanted into the native voice and native vowels were transplanted into all the non-native voices.

The audio files thus obtained, together with the original productions, were administered to a group of native Italian listeners, who were asked to assess the degree of foreign accent on a three-point scale.

The comparison of the formant values has shown that for the stressed vowels the Chinese speakers use an area similar to the native Italian one, but realize only 5 vowel sounds instead of the 7 typical phonemes of standard Italian, while a general backward shifting can be observed in the Russian vocalic areas. The centralization phenomenon, occurring for the Italian unstressed vowels, is present in the Russian speakers, while it is absent in the Chinese productions.

Data concerning vowel durations and perceptual test outcomes are still being drawn up and results will then be discussed in details.


De Moras, Nadine (Brescia University College)
The effects of L1 in the syllabification of French

Linking is a marker of fluent speech (Hieke, 1984). Syllabification is one component of linking.

French encourages open syllabification, favours consonant-vowel contexts (Delattre, 1947), and avoids vowel-consonant contexts. This includes enchaînements (comparable to English), and liaisons, which are unique to French.

Syllabic equality, syllabification, resyllabification of French liaisons and enchaînements are difficult to master for all L2 learners of French (Charliac & Motron, 1998) and are particularly difficult for non-native speakers of French (NNS), whose L1 has a closed syllabification, including Anglophones (Lambert-Drache, 1997).

This study examines the productions of enchaînements, liaisons, and more specifically unlinked liaisons (non-native form), of Anglophones and other NNS of French. The results indicate that Anglophones seem to have more difficulty in syllabifying French and pronouncing liaisons and enchaînements than other NNS.

Majority Francophones produced 95.6% of obligatory liaisons, while all L2 learners produced 60.9%, out of which Anglophones produced 58.7%, and other L2 learners between 66.1% and 68.6% before intervention.

After intervention, Anglophones produced 66.4 % of liaisons and other NNS between 76.8% and 82.4%. Even though all groups’ production increased, the trends remain the same and Anglophones still pronounce fewer liaisons than other L2 learners.

This study explores the progress of various L1 learners achieved after intervention, the effects of an L1 in the syllabification of French, and the elements which prevent linking.

References

Charliac, L., & Motron, A.-C. (1999). Phonétique progressive du français avec 600 exercices. Principes de phonétique française à l’usage des étudiants anglo-américains. Vermont : Middlebury College, 2e édition.

Delattre, P. (1947). La liaison en français, tendances et classification. The French Review, 21 (2), 148-157.

Hieke, A. E. (1984). Linking as a marker of fluent speech. Language and Speech, 27, 243-354.

Lambert-Drache, M. (1997). Sur le bout de la langue: introduction au phonétisme français. Toronto: Canadian Scholars Press,
Heider, Abeer (Qatar University)

Bellakova, Anna (Ruiya Al.Yawm TV)
TV Arabic Speech markers – analysis

Throughout the history of mass media, Modern Standard Arabic, or Fusha, was mostly used as the primary language. Though, it should be mentioned that lately some TV-channels use dialects of Arabic in their broadcasting.

This particular study was conducted on 50 video pieces. Main sample criteria was use (or attempt to use) of fusha as a mainly spoken language during spontaneous interview. The language analyzed in the videos can be characterized as “mixed” or “modified classical” (Classical Arabic with dialectal mixtures) after Blanc (1). It can be also placed on Badawi’s (2) 3-rd and 4-th linguistic levels (“Educated spoken Arabic” and “Semiliterate spoken Arabic” accordingly).

1. 
   Does vowel quality of the items/syllables linked affect rate of linking? (C-V, V-V)
   
2. 
   Does word category (lexical/content vs. grammatical/function) of the items linked affect rate of linking? (C-V, V-V)
   
3. 
   Does morphological category (e.g., plural vs. verbal /–s/, stem-final or verbal /–n/, etc.) of the C or V of the items/syllables linked affect rate of linking? (C-V, V-V)
   
4. 
   Does syntactic phrasal structure of the items/syllables linked affect rate of linking? (C-V, V-V)
   
5. 
   Does prosodic stress of the items/syllables linked affect rate of linking? (C-V, V-V)
   

The results of this study contribute to the field of acquisition of Spanish phonology by English speakers, including both in classroom-based learning and full immersion settings, providing insight into subtle contextual and linguistic factors that influence the degree of mastery of elements of nonnative phonology.

Language learning (CALL) over the past few years as a means to provide individualized instruction and immediate feedback to learners on the correctness of their responses (Nagata, 1993). Another advantage of technology is that it also provides the opportunity for learners to practice at a time that is convenient for them outside the classroom (Chun, Hardison, & Pennington, 2008). Some of this technology provides visual displays and spectrographic analysis to learners as a means of comparing their production with that of a native speaker (Anderson -Hsieh, 1992, 1994; Hardison, 2004; Molholt, 1998). This type of feedback though focuses largely on segmental production (Breitkreutz, Derwing, & Rossiter, 2002) and is often best facilitated through teacher supervision and interpretation

With research showing the benefits of pronunciation instruction aimed at suprasegmentals (Derwing, Munro, & Wiebe, 1997, 1998; Derwing & Rossiter, 2003; Hahn, 2004; Kang & Pickering, 2011), the question still exists how to facilitate the perception and production of suprasegmentals in a self -directed learning environment with limited or no teacher involvement. This presentation will report on a study conducted with 25 ESL learners participating in an eight -week intensive English for specific purposes (ESP) program where language instruction comprised 4 hours of their daily activities, with one of these hours spent in a computer lab completing self -directed learning activities. In this lab setting, learners completed a series of 10 tasks designed to build their perception and production of thought groups, word stress, and intonation patterns. Using a pre -test/post -test design, speech perception and production samples were collected at Time 1 (week one of the study) and Time 2 (week eight). Researchers analyzed the influence of the computer-aided pronunciation tasks on the learners’ perception and production of key suprasegmental features. Results from this analysis will be shared along with the implications of this type of training on the development of pronunciation skills in an ESP program.
Khan, Abdul Qadir (University of Azad Jammu & Kashmir)
Pronunciation Errors faced by ESL Pahari Speakers

This study examines the pronunciation problems and the causes of the problems that Pahari ESL learners, an Indo Aryan language spoken in Azad Jammu & Kashmir, Pakistan, experience as English language learners. The participants in this study were the BS students studying at the University of Azad Jammu and Kashmir, Muzaffarabad. In total, 40 students participated in the study and they had completed higher secondary school. Presently they were enrolled in graduation. In order to collect data, six class sessions of one hour each, were recorded and after the transcription of the data, the mispronounced words were listed by the researcher. Finally, these participants were given a list of words to pronounce aloud for recording and PRAAT analysis. The study identifies four English consonants /θ, ð, w, ʒ /, which are problematic for Urdu speakers. It further shows that these consonants are pronounced with native Urdu consonants: English dental fricatives /θ, ð/ are replaced by dental stops /t, d̪/, while palatal voiced fricative /ʒ/ and bilabial approximant /w/ are replaced by voiced palatal approximant /j/ and labio-dental fricative /v/ respectively. Furthermore, it was found that among other factors, English spelling played an important role in the students’ mispronunciations. Because of the irregularities, students are unsuccessful when they try to guess the correct pronunciation of words. Another reason of the mispronunciations is the students’ tendencies to make overgeneralizations. The results of the study may be useful for teachers trying to teach English to Pahari learners. It is suggested that English language learners with Pahari background should be properly trained in order to acquire correct pronunciation.

Differing levels of student achievement in the classroom create challenges for teachers of pronunciation to second language learners. One possible explanation for these differences in success is that they result from mismatch in learning preferences and teaching styles (Peacock, 2001). Investigations into the learning and teaching of Japanese pronunciation have also confirmed such a style based link in the acquisition of intonation (ie. Nakagawa et al., 2008), and rhythm (Kinoshita, 2010). Building on this research, Yanagisawa et al. (2013) demonstrated that learning in the classroom is more effective when learners are encouraged to create their own representational of Japanese rhythm.

This presentation describes and evaluates a class which fosters learner choice taking into account variation in individual learning preferences. Multiple learning techniques were introduced during the teaching of Japanese rhythm, and learners were asked to identify those techniques they believed were personally most effective. The techniques introduced to the class are 1) clapping, 2) haiku, 3) visual acoustic analysis (Praat), 4) pronouncing to a beat, 5) grouping rhythmic patterns, 6) shadowing, and 7) using pronunciation symbols.

A questionnaire at the conclusion of the class demonstrated that learners varied in both the learning method they preferred, and the number of methods they found useful. Of the 25 participants, 16 preferred a single method. The rest found between two and four effective. Using Praat software for visual acoustic analysis and shadowing were the most popular (8 selections each), followed by clapping out the rhythm (7 selections).

Post-hoc testing revealed that the participants significantly improved their ability to perceive rhythmic minimal pairs when compared to a pre-test of the same words (t (24) = 2.43, p = .023). They were also able to identify significantly more new contrasts in comparison to the pre-test. (t (24) = 4.90, p < .001).


Lee, Heeju (UCLA)
The acquisition of Korean prosody by native English speakers and its role on L2 discourse
The current study examines native English speakers’ intonation when speaking Korean during the ACTFL Oral Proficiency Interview (OPI). Considerable existing research highlights the importance of prosody in first language (L1) discourse (Barth- Weingarten et al., 2010; Couper-Kuhlen & Selting, 1996). However, few studies have drawn careful attention to second language (L2) prosody at the discourse level and those that do focus on ESL contexts (Pickering, 2009).

The present study uncovers the ways native English speakers of Korean at intermediate and advanced levels based on the ACTFL guidelines utilize various Korean boundary tones to convey pragmatic meaning during the OPI. My research also seeks to understand the relationship between prosodic manipulation and levels of speaking proficiency.

Example 1

1 Int.:

2 C:

rwummeytu:hako kathi sa sey-yo animyen honca sa-sey-yo roommate-with together live-hon-Q:POL or alone live-hon-Q:POL

‘Are you living with roommates or by yourself?’

아 저 결혼했어요. 그래서 룸메이트 같이 살죠

a ce kyelhonhay-ss-eyo kulayse rwummeytu kathi sal-cyo ah I marry-PST-POL so roommate together live-cyo [LH%]

‘Ah, I am married. So I am living with a roommate’