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首页> 外文期刊>Languages >The Mixed Effects of Phonetic Input Variability on Relative Ease of L2 Learning: Evidence from English Learners’ Production of French and Spanish Stop-Rhotic Clusters
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The Mixed Effects of Phonetic Input Variability on Relative Ease of L2 Learning: Evidence from English Learners’ Production of French and Spanish Stop-Rhotic Clusters

机译：语音输入变异性对第二语言学习相对轻松性的混合影响：来自英语学习者的法语和西班牙语“停止流形”群集生成的证据

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摘要

We examined the consequences of within-category phonetic variability in the input on non-native learners’ production accuracy. Following previous empirical research on the L2 acquisition of phonetics and the lexicon, we tested the hypothesis that phonetic variability facilitates learning by analyzing English-speaking learners’ production of French and Spanish word-medial stop-rhotic clusters, which differ from their English counterparts in terms of stop and rhotic voicing and manner. Crucially, for both the stops and rhotics, there are differences in within-language variability. Twenty native speakers per language and 39 L1 English-learners of French ( N = 20) and Spanish ( N = 19) of intermediate and advanced proficiency performed a carrier-sentence reading task. A given parameter was deemed to have been acquired when the learners’ production fell within the range of attested native speaker values. An acoustic analysis of the data partially supports the facilitative effect of phonetic variability. To account for the unsupported hypotheses, we discuss a number of issues, including the difficulty of measuring variability, the need to determine the extent to which learners’ perception shapes intake, and the challenge of teasing apart the effects of input variability from those of transferred L1 articulatory patterns.
机译：我们研究了输入中类别内语音差异对非母语学习者生产准确性的影响。继先前对L2语音和词汇习得的实证研究之后，我们通过分析说英语的学习者对法语和西班牙语单词中止停滞丛集的生产，检验了语音变异性有助于学习的假设，该丛集不同于英语中的语音停滞丛集。停止和流音的表达方式。至关重要的是，对于停靠点和韵律，语言内的变异性都存在差异。每种语言有20位母语为母语的人和39位L1中级和高级水平的英语学习者（法语（N = 20）和西班牙语（N = 19））执行了载体句阅读任务。当学习者的学习成果落入经证明的母语使用者的价值范围内时，就认为已获取给定的参数。数据的声学分析部分支持语音可变性的促进作用。为了解释不受支持的假设，我们讨论了许多问题，包括衡量变异性的难度，确定学习者的感知影响摄入量的程度的必要性以及将输入变异性的影响与转移的影响区分开的挑战。 L1发音模式。

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