pp4 SLA

Basics of Second Language Acquisition
THE CONCEPT OF FOREIGN ACCENT

an instance of foreign accent consists in a deviation from the generally accepted norm of pronunciation of a language that is reminiscent of another language, i.e., the speakers native language
such deviations are defined in terms of their perception by native speakers of the respective language the distinction between foreign accent and dialect depends on the definition of language not included in the above definition are the issues of simplified syntax, morphology and pragmatic features of language use as well as limited vocabulary features of non-native speech socio-, idio-, or dialectal variation can be misinterpreted by some listeners as foreign accent assessment of different aspects of foreign accent (e.g., segmental vs. suprasegmental) is also listener-specific
Pflichtmodul Sprachpraxis 2
Phonetic Practice
http://ifla.uni-stuttgart.de/~jilka

TYPES OF FOREIGN ACCENT
phonological foreign accent
affects only complete phonological categories attributed to cognitive limitations that lead to a wrong/missing representation of a phoneme of the second language segmental: Japanese speakers must split up a single category to produce /l/ and // intonational: category transfer of L-H% in continuation rises of Americans speaking German
phonetic foreign accent

correct phonological representation, but incorrect phonetic/physical output routine phonetic output level: e.g., German speakers adding glottal stops to words/morphemes beginning in vowels in connected English speech physical output level: incorrect articulation strategy, e.g. English speakers having difficulty producing // or timing and pitch of equivalent tonal categories (e.g. H*)
perceptual foreign accent

worse understanding of speech in noise (top-down processing of speech parts)
visual foreign accent

e.g., different types of lip rounding/protrusion for /y/ in German, Swedish, French
Phonetic Practice

FOREIGN ACCENT DEMO
segmental phonological FA: /u/ for /y/ in rcksichtslos segmental phonetic FA: [] instead of [R] (uvular trill) in grauem intonational phonological FA: inappropriate rise-fall movement of vorn inappropriate phrasing ip-boundary between Mann and mit
Phonetic Practice

AWARENESS OF SPEECH CHARACTERISTICS
Perceiving and identifying foreign acent
German Foreign Accent in English
Phonetic Practice

NEUROPHYSIOLOGICAL FACTORS
the investigation of the neurophysiological basis of language acquisition assigns particular significance to the so-called Age of Learning (AOL), as it entails the critical distinction between the acquisition of a language as native (first language) or non-native (second language) Critical Period Hypothesis (Lenneberg 1967):
a young age is optimal for acquiring language, because the brain is still capable of adapting structures to the requirements of a specific language
changes in plasticity of the brain at onset of puberty? completion of cerebral lateralization at around age 6? smaller responsiveness to new neural connections (myelination of axons of nerve cells)
criticism: study of Italian immigrants in Canada shows consistently gradual increase in degree of FA in correlation with Age of Arrival (AOA) without any categorical difference between very young Italians and older ones (Flege et al. 1995)
Pflichtmodul Sprachpraxis 2 Phonetic Practice

SOCIOPSYCHOLOGICAL FACTORS
extralinguistic factors of a sociopsychological nature strongly influence the degree of foreign accent
talent, personality traits, motivation, language in the environment etc.
Optimal Distance Model (Brown 1980)

presents a socioculturally determined critical period defined by 4 criteria
acculturation: process of adapting to a new culture
four stages: 1. excitement/euphoria; 2. culture shock (threatened self-image); 3. culture stress (gradual recovery); 4. acceptance/adaptation
anomie: degree of feelings of uncertainty, dissatisfaction, regret social distance: cognitive and affective proximity of two cultures perceived social distance: learners individual perception of social distance
optimal distance at third stage of acculturation:

maintaining a perception of distance while already adapting
if distance is too big, learner shies away from new language if distance is too small, learner is satisfied too early (premature stabilization)
Phonetic Practice

PERCEPTION AND PRODUCTION IN LANGUAGE ACQUISITION origin of foreign accent: established structures of language representation that have been shaped by the requirements of the native language (L1) are confronted with speech data from the second language (L2) incomplete perception of the phonetic characteristics of the L2 leads to learners failure to produce native-like speech models that attempt to explain which components of speech are actually perceived and processed by listeners
Psychoacoustic Account
proximal acoustic cue: decomposition of the speech signal into the spectral and temporal characteristics of the waveform stored as auditory prototypes
Motor Theory
neuromotor representation of articulatory gestures related to phonological units
Direct-Realist Account
direct perception of actual articulatory gestures without intermediate representation
Phonetic Practice

NATIVE LANGUAGE MAGNET THEORY I
main focus on the dependence of perception on a given representation and its consequence for production (Kuhl 1991) very young infants are capable of hearing all differences among the sounds in the human languages, whereas adults display a reduced discrimination sensitivity outside their native language exposure to language produces a change in perceived distances in the acoustic space underlying phonetic distinctions phonetic prototypes are developed that act as perceptual magnets attracting other sounds and thus distort perceptual space
stimuli surrounding phonetic prototype
stimuli drawn toward prototype, shrinking perceived distance

NATIVE LANGUAGE MAGNET THEORY II
At birth infants partition perceptual space in a language-general way
By six months the infants show an effect of the linguistic environment and begin to prefer certain language-specific categories, developing perceptual magnets
Magnet effects alter the perceptual space, making certain phonetic boundaries disappear
Phonetic Practice

SPEECH LEARNING MODEL
basic assumptions of the SLM (Flege 1995):
during L1 acquisition speech perception becomes attuned to the contrastive phonic elements of the L1 L2 learners will have difficulties to distinguish phoneme pairs including an L2 sound because it may be assimilated to a native category with no accurate representation as perceptual target, production is foreign-accented not all foreign accent is perceptually motivated
e.g., Spanish accent /skul/ for school due to phonotactic constraints
main postulates/hypotheses (summarized):

concrete phonetically similar, i.e. virtually identical forms are taken over directly if a phonetic difference between an L1 and an L2 sound is perceived, a new category is formed the greater the difference, the greater the chance for a new category equivalence classification: L1 and L2 mistakenly perceived as similar and represented by the same category foreign accent in production newly formed L2 categories can have foreign accent when they are deflected away from a nearby L1 category to maintain contrast in the common phonological space

HEAVY GERMAN ACCENT IN ENGLISH produce German /R/ (uvular trill) instead of postalveolar approximant //
right (/Rat/), boring (/bR/)
dental fricatives / / produced as /s/ or /z/ (or /f/, /d/ etc.) this thing (/zs s/), I think (/a fk/), the (/d/) morpheme-initial <s> as /z/
I see (/a zi:/)
clear /l/ at in syllable-final position

pool ([pu:l])
/w/ pronounced as /v/

winter (/vnt/) or hypercorrect /w/ for /v/ in village (/wl/)

INFLUENCE OF GERMAN PHONOLOGICAL RULES I
originally the phoneme/x/ was pronounced only as [x] in German, now there is (in most dialects) also the allophone []
Examples: ich [], Sache [zax], Buch [bu:x], Bcher [by:], China [i:na], Milch [ml], Uhuchen [u:hu:n] Distribution: [x] only after back vowels, else [] (i.e., after non-back vowels, consonants, at the beginning of the morpheme)
voiceless stops are aspirated, if they are in the beginning of a stressed syllable
Examples: tanzen [thantsn] vs. stanzen [tantsn], Panne [phan] vs. Spanne [pan]
final devoicing: voiced obstruents become voiceless at the end of a morpheme

Examples: Rad [Ra:t] vs. Rder [R:d], mies [mi:s] vs. mieser [mi:z], lieblich [li:pl] vs. Liebe [li:b]
Phonetic Practice

INFLUENCE OF GERMAN PHONOLOGICAL RULES II
A glottal stop ([]) is produced before every vowel at the beginning of a morpheme
Examples: Uhr [u:], Apfel [apfl], beachten [baxtn], vereisen [fazn] Regel: [- son, -kont, -ant, -kor, -hoch]/ #__V
Finale Schwa is deleted, the following consonant becomes syllabic and assimilates to the preceding sound (progressive assimilation)
Examples: haben [ha:bn ha:bn ha:bm]; wagen [wa:gn wa:gn wa:g]
Regressive assimilation
Example: unklar [u:nkhla: u:khla:]
Phonetic Practice

MEDIUM GERMAN ACCENT IN ENGLISH
final devoicing of voiced obstruents
good as /gt/, leave as /li:f/)
low front vowel raised to mid (// becomes //)

back as /bk/, mat as /mt/, hypercorrect forms possible: get as /gt/
new phoneme // often replaced by voiceless counterpart: Jim as /m/ inappropriate schwa-elision with following place assimilation
happen as /hpm/, dragon as /dg/
insertion of glottal stops before words/morphemes that start in a vowel

I ate an apple as /a t n pl/
pronunciation of a lower, German vocalic r (//) instead of // for unstressed endings in er

better as /bt/
Phonetic Practice

LIGHT GERMAN ACCENT IN ENGLISH
vowel coloring: subtle spectral differences between equivalent vowels (small discrepancies in height and backness, lip rounding and protrusion)
high lax vowels more central in English (i.e. slightly lower and toward the middle): German fit ([ft]) vs. English fit ([ft]) or German putt ([pt]) vs. English put ([pt]) (also less lip protrusion) slightly different paths for diphthongs: e.g. /a/ starts further in the back in German Haus ([has]) than English house ([has]) no German/English vowels are truly phonetically equivalent
no lengthening of vowels (and following sonorants) before voiced final consonants

both // and /n/ in send slightly longer than in sent // in bid longer than in bit; even longer in bin or Bill (breaking: [b]) same effect for long/tense vowels: beat- bead- bean- peel
intonation
transfer of German tonal categories in equivalent discourse situations
Phonetic Practice

SLAVIC ACCENT IN ENGLISH
similar to German: final devoicing, /v/-/w/ confusion (less than by Germans), vowel coloring discrepancies trilled /r/ dark [] in all positions /x/ for /h/ / / replaced by /t d/ or /f v/ (not so often /s z/) tendency to palatalize /t d l n/ before front vowels (e.g. /i /): tea as [i:] stressed vowels very long, unstressed ones very short (/ / can be lowered to //) diphthong // as monophthong // unaspirated initial voiceless stops
Phonetic Practice

CHINESE ACCENT IN ENGLISH
simplification of syllable-final consonant clusters: e.g. sometimes as /stam/ dropping final consonants except /n s/ (Mandarin)
Consonant may be replaced by a glottal stop: time as /ta/ Kantonese speakers may also retain /p t k m/
dental fricatives / / produced as /t d/ produce mostly full vowels, not schwa: the as /de/ insert short schwa in intitial consonant clusters: special as /spe/ diphthongs often monophthongized: // as /e:/, // as /o:/ (Kantonese speakers better) vowels generally short replace // with // (only Kantonese speakers)
Phonetic Practice

TRANSCRIPTION
Transcribe broadly in GA/RP or a really, really, really bad German accent GA or RP accented many of them didnt know she was afraid when it hailed I like this car better Patrick did very well the number one film of the year its just a simple plan is the store open now? Erin is an excellent engraver the letter was from Germany James fired the cashier have you thought this through?
/mni v m ddnt n/
/mni: f dm ddnt no:/
/i wz fd wn t hld/ /i vs fRe:t vn t he:lt/ /a lak s k b/ /ptk dd vi wl/

/ nmb wn flm v ji:/
/a lak ds k: bt/ /ptRk dt wRi: vl/

/z namb wan flm f z ji:/
/ts st smpl pln/ /z st: pn na/
/ts ast zmpl pln/ /s d sto: opm na/
/n z n kslnt ngv/ /Rn s n kslnt gRev/ / l wz fm :mni/ /z lt vs fm :Rmni:/ /mz fad ki:/ /hv j t s u:/ /e:ms fat d kai:/ /hf ju: st ds sRu:/
Phonetic Practice

INTONATION AND FOREIGN ACCENT
Generally accepted assumptions: second language (L2) intonation can exhibit foreign accent intonational characteristics contribute to the overall impression of foreign accent Problematic questions: how can those intonational deviations that constitute relevant manifestations of foreign accent be identified? which of an L2 speakers concepts of intonational organization are actually responsible for the foreign-accented intonation? which specific intonational characteristics should be tackled in pronunciation teaching?
Phonetic Practice

FACTORS COMPLICATING THE IDENTIFICATION OF IFA
point of view (i.e., influence of the intonation model) different sources and types of intonation errors great variability of intonation overall global effects of Intonational Foreign Accent
Phonetic Practice

POINT OF VIEW: REPRESENTATION OF INTONATION
the perception of a particular manifestation of Intonational Foreign Accent (IFA) depends on the chosen model of intonation description linguistically oriented Models: Tone Sequence Model-based representation: the intonation contour is analyzed as a sequence of high (H) and low (L) target values that are connected by linear interpolation. discrete intonational units in linear order allow classification of intonation events in terms of tonal categories (pitch accents and phrasal tones) designated by ToBI (Tones and Break Indices) tone labels British School approach: the intonation contour is analyzed as being made up of characteristic tonal movements. each phrasal unit (tone group) is dominated by one particular tonal movement, the so-called nuclear tone
Phonetic Practice

BRITISH SCHOOL VS. ToBI
Original F0 contours
British School narrow interlinear tonetic transcription British School broad transcription with tonetic stress marks ToBI transcription
\
Tom didnt know

(high-fall)
Tom didnt know

(low-fall)
H*
L-L%
H*
!H* L-L%
Phonetic Practice

DIFFERENT SOURCES OF INTONATION ERRORS I
Transfer of an L1 category to the L2 within a specific discourse situation
Continuation rise in German with rising nuclear pitch accent spreading to default boundary tones (L*H %); in American English with explicit rise in the boundary tone (L+H* L-H%) additional fall and rise American speakers original version
German speakers original version
American speakers F0-generated version
Phonetic Practice

DIFFERENT SOURCES OF INTONATION ERRORS III
Transfer of the phonetic realization of an L1 category to the equivalent L2 category Analysis of rising pitch accents (L*H) in German as produced by German and American speakers using the Parametric Approach Statistical results (analysis of variance)
significant differences for

steepness of rise (p < 0.001) amplitude of rise (p << 0.001) duration of rise (p < 0.01) the rises in L*H pitch accents produced by the Americans are steeper than those produced by the Germans because they also have a significantly higher amplitude. result not due to larger pitch range, i.e.choice of speakers, as peak and baseline values are not significantly different
American speakers produce twice as many L*H accents in the same text
Phonetic Practice

DIFFERENT SOURCES OF INTONATION ERRORS IV
Apparently unmotivated errors
Original German speakers version
rise on years followed by high plateau no obvious interference from German to account for this pattern F0-generated declarative
F0-generated continuation rise
possible explanations: - "Basic Variety"-like simplification (Klein/Perdue 1997): reduced prosodic inventory - cognitive demands too high, general confusion: mistaken assignment of focus accent

VARIABILITY OF INTONATION
Two manifestations of variability: - choice and distribution of tonal categories - measurable phonetic deviations from assumed prototypical realizations Such deviations are not necessarily perceived as inappropriate/foreign, but may only result in different interpretations tonal characteristics can show more phonetic variation than segmental ones foreign accent may be present only in the degree of variation, non-native speakers exhibiting a greater/smaller standard deviation in their variation from the prototypical form Perception only via a cumulative effect
Phonetic Practice

VARIABILITY OF INTONATION: CUMULATIVE EFFECTS One or several deviating placements and/or inappropriate choices of pitch accent eventually lead to a combination of incompatible interpretations perception of foreign accent
Phonetic Practice

GLOBAL FEATURES OF INTONATIONAL FOREIGN ACCENT I
The patterns accumulating from various individual foreign accent features can themselves be language-specific (L1 influence) and create a kind of overall intonational foreign accent several features can conspire towards a common overall impression: example: American English L1 features in L2 German - more pitch accents - transfer of categories with more movement - more effective use of potential pitch range
Phonetic Practice

GLOBAL FEATURES OF INTONATIONAL FOREIGN ACCENT II
Phonetic Practice

GLOBAL LANGUAGE-SPECIFIC PROSODIC CHARACTERISTICS
some L1-specific features of intonation are independent of an actual association with the segmental level, i.e. temporal alignment, choice and placement of pitch accents with respect to content/information structure low-pass filtered speech over longer stretches of speech reliably allows distinction between by German and American native speakers
- significant L1 recognition of stimuli longer than 35s in 5 of 7 tested cases - significant native speaker identification (in own L1) for short stimuli (6 of 8 tested stimuli) - perfect score in native speaker identification task in pair comparison
Phonetic Practice

EXAMPLE: GERMAN ACCENT IN ENGLISH I
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EXAMPLE: GERMAN ACCENT IN ENGLISH II
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FOREIGN ACCENT EXAMPLE III
Phonetic Practice

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Basics of Second Language Acquisition

THE CONCEPT OF FOREIGN ACCENT

Basics of Second Language Acquisition

phonetic foreign accent

perceptual foreign accent

visual foreign accent

Basics of Second Language Acquisition

Basics of Second Language Acquisition

German Foreign Accent in English

Basics of Second Language Acquisition

Basics of Second Language Acquisition

Optimal Distance Model (Brown 1980)

optimal distance at third stage of acculturation:

Basics of Second Language Acquisition

Basics of Second Language Acquisition

stimuli surrounding phonetic prototype

stimuli drawn toward prototype, shrinking perceived distance

Basics of Second Language Acquisition

Basics of Second Language Acquisition

main postulates/hypotheses (summarized):

Basics of Second Language Acquisition

clear /l/ at in syllable-final position

/w/ pronounced as /v/

Basics of Second Language Acquisition

final devoicing: voiced obstruents become voiceless at the end of a morpheme

Basics of Second Language Acquisition

Basics of Second Language Acquisition

low front vowel raised to mid (// becomes //)

insertion of glottal stops before words/morphemes that start in a vowel

pronunciation of a lower, German vocalic r (//) instead of // for unstressed endings in er

Basics of Second Language Acquisition

no lengthening of vowels (and following sonorants) before voiced final consonants

Basics of Second Language Acquisition

Basics of Second Language Acquisition

Basics of Second Language Acquisition

/mni: f dm ddnt no:/

/i wz fd wn t hld/ /i vs fRe:t vn t he:lt/ /a lak s k b/ /ptk dd vi wl/

/a lak ds k: bt/ /ptRk dt wRi: vl/

/ts st smpl pln/ /z st: pn na/

/ts ast zmpl pln/ /s d sto: opm na/

Basics of Second Language Acquisition

Basics of Second Language Acquisition

Basics of Second Language Acquisition

Basics of Second Language Acquisition

Tom didnt know

Tom didnt know

Basics of Second Language Acquisition

German speakers original version

American speakers F0-generated version

Basics of Second Language Acquisition

significant differences for

Basics of Second Language Acquisition

F0-generated continuation rise

Basics of Second Language Acquisition

Basics of Second Language Acquisition

Basics of Second Language Acquisition

Basics of Second Language Acquisition

Basics of Second Language Acquisition

Basics of Second Language Acquisition

Basics of Second Language Acquisition

Basics of Second Language Acquisition

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