Philip Combiths, Alicia Escobedo, Jessica A Barlow, Sonja Pruitt-Lord
With bilingual children, intervention for speech sound disorders must consider both of the child's phonological systems, which are known to interact with each other in development. Further, cross-linguistic generalization following intervention for bilingual children with speech sound disorders (i.e., the impact of treatment in one language on the other) has been documented to varying degrees in some prior studies. However, none to date have documented the cross-linguistic impact of treatment with complex targets (e.g., consonant clusters) for bilingual children. Because complex phonological targets have been shown to induce system-wide generalization within a single language, the potential for bilingual children to generalize learning across languages could impact the efficiency of intervention in this population. This pilot intervention study examines the system-wide, cross-linguistic effects of treatment targeting consonant clusters in Spanish for two Spanish-English bilingual children with phonological disorder. Treatment was provided with 45-minute sessions in Spanish via teletherapy, three times per week for six weeks. Comprehensive phonological probes were administered in English and Spanish prior to intervention and across multiple baselines. Pre-intervention data were compared to data from probes administered during and after intervention to generate qualitative and quantitative measures of treatment outcomes and cross-linguistic generalization. Results indicate a medium effect size for system-wide generalization in Spanish (the language of treatment) and English (not targeted in treatment), for both participants (mean effect size in Spanish: 3.6; English 4.3). These findings have implications for across-language transfer and system-wide generalization in treatment for bilingual children.
{"title":"Complexity and cross-linguistic transfer in intervention for Spanish-English bilingual children with speech sound disorder.","authors":"Philip Combiths, Alicia Escobedo, Jessica A Barlow, Sonja Pruitt-Lord","doi":"10.1558/jmbs.23445","DOIUrl":"https://doi.org/10.1558/jmbs.23445","url":null,"abstract":"<p><p>With bilingual children, intervention for speech sound disorders must consider both of the child's phonological systems, which are known to interact with each other in development. Further, cross-linguistic generalization following intervention for bilingual children with speech sound disorders (i.e., the impact of treatment in one language on the other) has been documented to varying degrees in some prior studies. However, none to date have documented the cross-linguistic impact of treatment with complex targets (e.g., consonant clusters) for bilingual children. Because complex phonological targets have been shown to induce system-wide generalization within a single language, the potential for bilingual children to generalize learning across languages could impact the efficiency of intervention in this population. This pilot intervention study examines the system-wide, cross-linguistic effects of treatment targeting consonant clusters in Spanish for two Spanish-English bilingual children with phonological disorder. Treatment was provided with 45-minute sessions in Spanish via teletherapy, three times per week for six weeks. Comprehensive phonological probes were administered in English and Spanish prior to intervention and across multiple baselines. Pre-intervention data were compared to data from probes administered during and after intervention to generate qualitative and quantitative measures of treatment outcomes and cross-linguistic generalization. Results indicate a medium effect size for system-wide generalization in Spanish (the language of treatment) and English (not targeted in treatment), for both participants (mean effect size in Spanish: 3.6; English 4.3). These findings have implications for across-language transfer and system-wide generalization in treatment for bilingual children.</p>","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"4 3","pages":"234-270"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10081515/pdf/nihms-1881431.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9637430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the present study, we investigated estar constructions in the Spanish/English code-switching variety of northern Belize, which is well known for its prolific use of hacer bilingual compound verbs in code-switched speech. To this end, we extracted and analysed 364 unilingual Spanish and 158 bilingual estar constructions from naturalistic speech in order (i) to examine the occurrence of estar with predicative adjectives, present participles, and past participles in both unilingual and code-switched discourse; and (ii) to determine how type of bilingualism (emergent versus dynamic) and frequency of use of hacer bilingual compound verbs, influence the naturalistic production of estar constructions. Results revealed that the production of estar with English predicative adjectives and English past participles was favoured in bilingual discourse. Importantly, the use of ‘estar + English past participle’ constructions was favoured by dynamic bilinguals who more frequently employed hacer ‘do’ bilingual compound verbs. Our findings highlight the important role that bilingual competence plays in the naturalistic production of congruent structures in code-switched speech.
{"title":"Being in bilingual speech","authors":"Osmer Balam, M. C. P. Couto, Mia Amanda Chen","doi":"10.1558/jmbs.19374","DOIUrl":"https://doi.org/10.1558/jmbs.19374","url":null,"abstract":"In the present study, we investigated estar constructions in the Spanish/English code-switching variety of northern Belize, which is well known for its prolific use of hacer bilingual compound verbs in code-switched speech. To this end, we extracted and analysed 364 unilingual Spanish and 158 bilingual estar constructions from naturalistic speech in order (i) to examine the occurrence of estar with predicative adjectives, present participles, and past participles in both unilingual and code-switched discourse; and (ii) to determine how type of bilingualism (emergent versus dynamic) and frequency of use of hacer bilingual compound verbs, influence the naturalistic production of estar constructions. Results revealed that the production of estar with English predicative adjectives and English past participles was favoured in bilingual discourse. Importantly, the use of ‘estar + English past participle’ constructions was favoured by dynamic bilinguals who more frequently employed hacer ‘do’ bilingual compound verbs. Our findings highlight the important role that bilingual competence plays in the naturalistic production of congruent structures in code-switched speech. ","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87691530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines the L2 production of the Italian (e.g. ‹tovaglia›, ‘tablecloth’) and (e.g. ‹agnello›, ‘lamb’) by English-speaking learners. Four beginner English-native speakers, one advanced English-native speakers and two Italian-native speakers completed a picture-naming task, a reading task and a language background questionnaire. An auditory and an acoustic analysis were conducted, where F1, F2, F3 and F4, and duration were measured. The results showed that both sounds are difficult for second language learners to acquire in a native-like manner. Moreover, each of these complex sounds may be produced as a sequence of two existing first languages sounds. Our findings have implications for L2 models of speech learning. We propose that a (marked) L2 sound may be produced as a sequence of existing L1 sounds.
{"title":"production of L2 Italian voiced palatal lateral and voiced palatal nasal by English-speaking learners","authors":"Giulia Cortiana, Yasaman Rafat","doi":"10.1558/JMBS.15685","DOIUrl":"https://doi.org/10.1558/JMBS.15685","url":null,"abstract":"This study examines the L2 production of the Italian (e.g. ‹tovaglia›, ‘tablecloth’) and (e.g. ‹agnello›, ‘lamb’) by English-speaking learners. Four beginner English-native speakers, one advanced English-native speakers and two Italian-native speakers completed a picture-naming task, a reading task and a language background questionnaire. An auditory and an acoustic analysis were conducted, where F1, F2, F3 and F4, and duration were measured. The results showed that both sounds are difficult for second language learners to acquire in a native-like manner. Moreover, each of these complex sounds may be produced as a sequence of two existing first languages sounds. Our findings have implications for L2 models of speech learning. We propose that a (marked) L2 sound may be produced as a sequence of existing L1 sounds.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"59 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74616214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Yasaman Rafat, Veronica Whitford, M. Joanisse, Natasha Swiderski, Sarah Cornwell, M. Mohaghegh, Celina Valdivia, Nasim Fakoornia, Parastoo Nasrollahzadeh, Leila Habibi
We investigated first-language (L1) orthographic effects on second-language (L2) speech production in Korean–English and Farsi–English bilinguals, as compared to English monolinguals. We used a word-reading and word-naming task to compare the production of the single grapheme (letter) (e.g, ) with the digraph (e.g., ). An acoustic analysis of 600 tokens in Praat revealed that Korean–English bilinguals exhibited significantly longer [m:] productions compared to English monolinguals, but that the Farsi–English bilinguals did not. Longer/geminate [m:] productions are attributed to orthography-induced L1 transfer. We concluded that orthography does affect L2 word-reading and phonological mental representations, even when the L1 and L2 may have different scripts. We recommend that L2 speech learning be treated as a multi-modal event.
{"title":"First-language-specific orthographic effects in second-language speech","authors":"Yasaman Rafat, Veronica Whitford, M. Joanisse, Natasha Swiderski, Sarah Cornwell, M. Mohaghegh, Celina Valdivia, Nasim Fakoornia, Parastoo Nasrollahzadeh, Leila Habibi","doi":"10.1558/JMBS.15682","DOIUrl":"https://doi.org/10.1558/JMBS.15682","url":null,"abstract":"We investigated first-language (L1) orthographic effects on second-language (L2) speech production in Korean–English and Farsi–English bilinguals, as compared to English monolinguals. We used a word-reading and word-naming task to compare the production of the single grapheme (letter) (e.g, ) with the digraph (e.g., ). An acoustic analysis of 600 tokens in Praat revealed that Korean–English bilinguals exhibited significantly longer [m:] productions compared to English monolinguals, but that the Farsi–English bilinguals did not. Longer/geminate [m:] productions are attributed to orthography-induced L1 transfer. We concluded that orthography does affect L2 word-reading and phonological mental representations, even when the L1 and L2 may have different scripts. We recommend that L2 speech learning be treated as a multi-modal event.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81657221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
‘Disfluencies’, defined as a suspension of speech, are usually more frequent in L2 than in L1, which is said to be related to the learners’ proficiency level. ‘Disfluency’ or ‘fluency’ have thus often been associated with language proficiency and temporal characteristics. Grounded in a functionally ambivalent view of (dis)fluency captured in situated multimodal discourse, our research program aims to measure the degree of (dis)fluency found in tandem interactions by comparing their specificities in L1 and L2 productions of French and American English. In this paper, we stress out the need to regard (dis) fluency as a multimodal and multilevel phenomenon, which takes into account vocal and visual-gestural modalities of discourse. While our quantitative results indicate a higher rate of complex (dis)fluencies in L2 than in L1, which supports previous studies, and a higher gestural activity in L2, the qualitative analyses conducted on the data illustrate their multimodal and interactional dimension. This paper presents new methods to evaluate the degree of (dis)fluency, by combining quantitative and qualitative methods, based on an interactional scale, which takes into account the multimodal communication strategies of L2 speakers. We thus argue that (dis)fluency is not only the result of communication breakdowns as it is highly contextualized. It should thus not only be measured with temporal variables and overall frequency rates, but also with regards to the individual speaker’s use in multimodal interactional and intersubjective contexts.
{"title":"On the specificities of L1 and L2 (dis)fluencies and the interactional multimodal strategies of L2 speakers in tandem interactions","authors":"Loulou Kosmala","doi":"10.1558/JMBS.15676","DOIUrl":"https://doi.org/10.1558/JMBS.15676","url":null,"abstract":"‘Disfluencies’, defined as a suspension of speech, are usually more frequent in L2 than in L1, which is said to be related to the learners’ proficiency level. ‘Disfluency’ or ‘fluency’ have thus often been associated with language proficiency and temporal characteristics. Grounded in a functionally ambivalent view of (dis)fluency captured in situated multimodal discourse, our research program aims to measure the degree of (dis)fluency found in tandem interactions by comparing their specificities in L1 and L2 productions of French and American English. In this paper, we stress out the need to regard (dis) fluency as a multimodal and multilevel phenomenon, which takes into account vocal and visual-gestural modalities of discourse. While our quantitative results indicate a higher rate of complex (dis)fluencies in L2 than in L1, which supports previous studies, and a higher gestural activity in L2, the qualitative analyses conducted on the data illustrate their multimodal and interactional dimension. This paper presents new methods to evaluate the degree of (dis)fluency, by combining quantitative and qualitative methods, based on an interactional scale, which takes into account the multimodal communication strategies of L2 speakers. We thus argue that (dis)fluency is not only the result of communication breakdowns as it is highly contextualized. It should thus not only be measured with temporal variables and overall frequency rates, but also with regards to the individual speaker’s use in multimodal interactional and intersubjective contexts.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91353179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Research into non-native speech perception performance suggests that adults encounter difficulties discriminating segmental distinctions that are not used contrastively in their first language. Current theoretical models suggest that these difficulties are related to the acquisition of a native speech system but diverge in whether the perceptual mechanisms operate on acoustic or articulatory information. The present research addresses: (1) the difficulties Cypriot Greek (CGR) listeners of L2 English encounter with English vowels and consonants, and (2) the effect of extra-linguistic (i.e. age, gender, years of learning L2 English, educational setting, age of onset, reported use in the L2, visits to English-speaking countries) and linguistic factors (word frequency, word length, syllable number) on the perception of vowels and consonants in L2 English. A task involving two discrimination tests assessed native CGR listeners’ perception of English contrasts for vowels and consonants. Overall, listeners performed slightly better when dealing with consonants compared to vowels, significant effects have been reported. Concerning the examined factors, age, gender, years of L2 instruction, and years of experience have been reported to have significant effects, especially on speech perception of consonants. Specifically, the findings suggest that acoustic cues such as voicing and vowel length, which are relevant for native speakers of English, may not be for non-native speakers, in this case for CGR L1 speakers.
{"title":"Challenges in the perception of L2 English phonemes by native speakers of Cypriot Greek","authors":"Elena Kkese, Sviatlana Karpava","doi":"10.1558/JMBS.15362","DOIUrl":"https://doi.org/10.1558/JMBS.15362","url":null,"abstract":"Research into non-native speech perception performance suggests that adults encounter difficulties discriminating segmental distinctions that are not used contrastively in their first language. Current theoretical models suggest that these difficulties are related to the acquisition of a native speech system but diverge in whether the perceptual mechanisms operate on acoustic or articulatory information. The present research addresses: (1) the difficulties Cypriot Greek (CGR) listeners of L2 English encounter with English vowels and consonants, and (2) the effect of extra-linguistic (i.e. age, gender, years of learning L2 English, educational setting, age of onset, reported use in the L2, visits to English-speaking countries) and linguistic factors (word frequency, word length, syllable number) on the perception of vowels and consonants in L2 English. A task involving two discrimination tests assessed native CGR listeners’ perception of English contrasts for vowels and consonants. Overall, listeners performed slightly better when dealing with consonants compared to vowels, significant effects have been reported. Concerning the examined factors, age, gender, years of L2 instruction, and years of experience have been reported to have significant effects, especially on speech perception of consonants. Specifically, the findings suggest that acoustic cues such as voicing and vowel length, which are relevant for native speakers of English, may not be for non-native speakers, in this case for CGR L1 speakers.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"56 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74773318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kym Taylor Reid, Mary Grantham O’Brien, P. Trofimovich, Aki Tsunemoto
This study examined the stability of second language (L2) speech ratings as a function of bilingual raters engaging in perspective taking through practice of the target speaking task. Thirty English-dominant English–French bilinguals evaluated narratives from 40 French speakers of L2 English for segmental errors, intonation, and flow. Before providing the ratings, 20 raters practiced the task in their more or less dominant language (10 per group), while 10 baseline raters performed no practice. Whereas the English practice enhanced raters’ evaluations for two of the three dimensions relative to baseline raters’ assessments, the French practice did not impact rating stability.
{"title":"Exploring the Stability of Second Language Speech Ratings through Task Practice in Bilinguals’ Two Languages","authors":"Kym Taylor Reid, Mary Grantham O’Brien, P. Trofimovich, Aki Tsunemoto","doi":"10.1558/jmbs.17714","DOIUrl":"https://doi.org/10.1558/jmbs.17714","url":null,"abstract":"This study examined the stability of second language (L2) speech ratings as a function of bilingual raters engaging in perspective taking through practice of the target speaking task. Thirty English-dominant English–French bilinguals evaluated narratives from 40 French speakers of L2 English for segmental errors, intonation, and flow. Before providing the ratings, 20 raters practiced the task in their more or less dominant language (10 per group), while 10 baseline raters performed no practice. Whereas the English practice enhanced raters’ evaluations for two of the three dimensions relative to baseline raters’ assessments, the French practice did not impact rating stability.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76883515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this study, we explore whether first language (L1) attrition affects the use of prosodic cues in anaphora resolution. 18 late Italian–Swedish bilinguals completed a speech production task in L1 Italian, wherein we measured the inter-clausal pause duration and the pronoun’s degree of prosodic prominence. They also completed a control interpretation task, wherein we analysed response preferences, to test the status of L1 attrition on anaphora resolution when sentences are not vocalized. Prominence patterns and pause features exhibited by the late bilinguals were compared to those shown by Italian and Swedish monolinguals investigated in a previous study in 2019. The results suggest L1 attrition to affect the use of prosodic cues in anaphora resolution. The attrition rate was influenced by length of residence (LoR): the longer the residence in the foreign language (FL) environment, the higher the probability of adaptation to the FL prominence patterns, for most of the prosodic cues.
{"title":"First Language Attrition on Prosody in a Foreign Language Environment","authors":"Chiara Gargiulo, M. Tronnier","doi":"10.1558/jmbs.17093","DOIUrl":"https://doi.org/10.1558/jmbs.17093","url":null,"abstract":"In this study, we explore whether first language (L1) attrition affects the use of prosodic cues in anaphora resolution. 18 late Italian–Swedish bilinguals completed a speech production task in L1 Italian, wherein we measured the inter-clausal pause duration and the pronoun’s degree of prosodic prominence. They also completed a control interpretation task, wherein we analysed response preferences, to test the status of L1 attrition on anaphora resolution when sentences are not vocalized. Prominence patterns and pause features exhibited by the late bilinguals were compared to those shown by Italian and Swedish monolinguals investigated in a previous study in 2019. The results suggest L1 attrition to affect the use of prosodic cues in anaphora resolution. The attrition rate was influenced by length of residence (LoR): the longer the residence in the foreign language (FL) environment, the higher the probability of adaptation to the FL prominence patterns, for most of the prosodic cues.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"113 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83462380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A finding that has not received much attention in the metalinguistic awareness literature is that bilingual children may be better at identifying gender mismatches between a subject and a predicate. This phenomenon is not well understood, nor has it been studied systematically. In the present study we present a systematic investigation of the phenomenon involving all three levels of metalinguistic awareness (identification of the mismatch, correction and explanation) in a language pair that has not been tested previously. We tested a group of six-year-old Arabic–English bilingual children in comparison with two monolingual control groups. Results reveal that bilinguals performed better than monolinguals at the correction level. The study reveals a bilingual advantage in this population for the first time, while enhancing our knowledge of the development of metalinguistic awareness.
{"title":"Bilingual Advantage","authors":"H. Althobaiti, E. Sanoudaki, G. Kotzoglou","doi":"10.1558/JMBS.14237","DOIUrl":"https://doi.org/10.1558/JMBS.14237","url":null,"abstract":"A finding that has not received much attention in the metalinguistic awareness literature is that bilingual children may be better at identifying gender mismatches between a subject and a predicate. This phenomenon is not well understood, nor has it been studied systematically. In the present study we present a systematic investigation of the phenomenon involving all three levels of metalinguistic awareness (identification of the mismatch, correction and explanation) in a language pair that has not been tested previously. We tested a group of six-year-old Arabic–English bilingual children in comparison with two monolingual control groups. Results reveal that bilinguals performed better than monolinguals at the correction level. The study reveals a bilingual advantage in this population for the first time, while enhancing our knowledge of the development of metalinguistic awareness.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"64 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74096520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to analyse factors that could influence schwa deletion in word-initial syllables of polysyllabic words in continuous French speech. Both phonological and extralinguistic factors were considered: number of consonants, post-lexical context, speech style, sex and profession. Three large corpora covering different speech styles were explored using forced alignment with optional schwa variants. Formal journalistic ESTER corpus, conversational journalistic ETAPE corpus and casual speech NCCFr corpus were used in this study. We observe that schwa tends to be deleted more for 2C-words than for 3C-words. Words preceded by a consonant or a pause tend to prevent schwa deletion whereas words preceded by a vowel tend to facilitate schwa deletion. The less formal the speech style is, the more schwas are deleted. Males tend to delete schwas more frequently than females. Interestingly, journalists tend to delete more schwas than politicians in our data.
{"title":"Schwa Deletion in Word-Initial Syllables of Polysyllabic Words","authors":"Yaru Wu, M. Adda-Decker, L. Lamel","doi":"10.1558/jmbs.17311","DOIUrl":"https://doi.org/10.1558/jmbs.17311","url":null,"abstract":"This study aims to analyse factors that could influence schwa deletion in word-initial syllables of polysyllabic words in continuous French speech. Both phonological and extralinguistic factors were considered: number of consonants, post-lexical context, speech style, sex and profession. Three large corpora covering different speech styles were explored using forced alignment with optional schwa variants. Formal journalistic ESTER corpus, conversational journalistic ETAPE corpus and casual speech NCCFr corpus were used in this study. We observe that schwa tends to be deleted more for 2C-words than for 3C-words. Words preceded by a consonant or a pause tend to prevent schwa deletion whereas words preceded by a vowel tend to facilitate schwa deletion. The less formal the speech style is, the more schwas are deleted. Males tend to delete schwas more frequently than females. Interestingly, journalists tend to delete more schwas than politicians in our data.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88315893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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