Studying infrequent variants in child developmental speech is insightful for language representation and processing. Phonological processes like anticipation and perseveration account for such productions in children. How children process such infrequent variants during development has not been fully explored. In particular, there is no study on the separation of within-word vowel sequences by consonant addition in monolingual or bilingual children. The present study investigates this in a bilingual child’s phonological development in English and Greek, from age 2;7 to 3;9. Sufficient data were obtained for English diphthongs and hiatus and Greek hiatus. Results show that Greek, the stronger language by 1 MLU, interferes with perseverations in English between code-switched utterances. Such consonant additions, which are more frequent in the stronger language, decrease with age in both languages. While anticipation overall increases with age in both languages, within-word perseveration also increases. Word-position frequency of vowel sequences and of their added consonants in the words triggering them, as well as processing distance, are language and process (anticipation/perseveration) dependent. The results offer insights into error processing in child monolingual and bilingual speech.
{"title":"Separation of Vowel Sequences by Consonant Addition in a Child’s Bilingual Development","authors":"E. Babatsouli","doi":"10.1558/jmbs.18848","DOIUrl":"https://doi.org/10.1558/jmbs.18848","url":null,"abstract":"Studying infrequent variants in child developmental speech is insightful for language representation and processing. Phonological processes like anticipation and perseveration account for such productions in children. How children process such infrequent variants during development has not been fully explored. In particular, there is no study on the separation of within-word vowel sequences by consonant addition in monolingual or bilingual children. The present study investigates this in a bilingual child’s phonological development in English and Greek, from age 2;7 to 3;9. Sufficient data were obtained for English diphthongs and hiatus and Greek hiatus. Results show that Greek, the stronger language by 1 MLU, interferes with perseverations in English between code-switched utterances. Such consonant additions, which are more frequent in the stronger language, decrease with age in both languages. While anticipation overall increases with age in both languages, within-word perseveration also increases. Word-position frequency of vowel sequences and of their added consonants in the words triggering them, as well as processing distance, are language and process (anticipation/perseveration) dependent. The results offer insights into error processing in child monolingual and bilingual speech.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84972420","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 if French-European Portuguese (EP)-speaking bilingual toddlers produce the same number of words as their monolingual peers, in French, in EP, or in both languages. Furthermore, we explore the link between language dominance and lexicon size. We tested 53 bilingual French-EP children, among which 16 were 16–18 months old, 16 were 24–25 months old and 21 were 30–35 months old. The parents completed the French and the EP Communicative Development Inventory (adaptations of MacArthur–Bates CDI [Fenson et al., 2007]), the PaBiQ (Tuller, 2015) to evaluate language dominance and the ASQ-3 (Squires et al., 2009) to assess their developmental stages. The total vocabulary (both language combined, TV?F+EP), the total vocabulary (TV) in each language (TV?EP and TV?F) and the conceptual vocabulary (CV) were calculated. These vocabulary measures were compared with the monolingual norms in French and EP. The results showed that almost all participants had the same performance in vocabulary acquisition as their monolingual peers in French and EP, measured through the CDI in each language respectively. Their TV?F+EP and CV exceeded the vocabulary of monolinguals and language dominance was correlated with vocabulary size.
{"title":"Lexical Development in Bilingual French/ Portuguese Speaking Toddlers","authors":"S. Kern, D. Valente, Christophe dos Santos","doi":"10.1558/JMBS.V1I2.11880","DOIUrl":"https://doi.org/10.1558/JMBS.V1I2.11880","url":null,"abstract":"In this study, we explore if French-European Portuguese (EP)-speaking bilingual toddlers produce the same number of words as their monolingual peers, in French, in EP, or in both languages. Furthermore, we explore the link between language dominance and lexicon size. We tested 53 bilingual French-EP children, among which 16 were 16–18 months old, 16 were 24–25 months old and 21 were 30–35 months old. The parents completed the French and the EP Communicative Development Inventory (adaptations of MacArthur–Bates CDI [Fenson et al., 2007]), the PaBiQ (Tuller, 2015) to evaluate language dominance and the ASQ-3 (Squires et al., 2009) to assess their developmental stages. The total vocabulary (both language combined, TV?F+EP), the total vocabulary (TV) in each language (TV?EP and TV?F) and the conceptual vocabulary (CV) were calculated. These vocabulary measures were compared with the monolingual norms in French and EP. The results showed that almost all participants had the same performance in vocabulary acquisition as their monolingual peers in French and EP, measured through the CDI in each language respectively. Their TV?F+EP and CV exceeded the vocabulary of monolinguals and language dominance was correlated with vocabulary size.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"57 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72414698","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}
B. Bernhardt, D. Ignatova, W. Amoako, N. Aspinall, S. Marinova-Todd, J. Stemberger, K. Yokota
Previous research on Bulgarian consonant acquisition reports earlier acquisition of stops, nasals and glides than fricatives, affricates and liquids. The current study expands the investigation of Bulgarian consonant acquisition. The primary objective was to identify characteristics of protracted versus typical phonological development (PPD versus TD) relative to consonant match (accuracy) levels and mismatch patterns. A native speaker audio-recorded and transcribed single-word productions (110-word list) of sixty 3- to 5-year-olds (30 TD, 30 PPD). Another two transcribers confirmed transcriptions using acoustic analysis for disambiguation. Data generally confirmed previous findings regarding the order of consonant acquisition. Factors characteristic of PPD in comparison with TD were: lower match levels, especially at age 3 for onsets in unstressed syllables: later mastery of laterals; and a greater proportion and range of mismatch patterns, including deletion and more than one feature mismatch per segment (e.g., Manner & Place). The paper concludes with clinical and research implications.
{"title":"Bulgarian Consonant Acquisition in Preschoolers with Typical versus Protracted Phonological Development","authors":"B. Bernhardt, D. Ignatova, W. Amoako, N. Aspinall, S. Marinova-Todd, J. Stemberger, K. Yokota","doi":"10.1558/JMBS.V1I2.11801","DOIUrl":"https://doi.org/10.1558/JMBS.V1I2.11801","url":null,"abstract":"Previous research on Bulgarian consonant acquisition reports earlier acquisition of stops, nasals and glides than fricatives, affricates and liquids. The current study expands the investigation of Bulgarian consonant acquisition. The primary objective was to identify characteristics of protracted versus typical phonological development (PPD versus TD) relative to consonant match (accuracy) levels and mismatch patterns. A native speaker audio-recorded and transcribed single-word productions (110-word list) of sixty 3- to 5-year-olds (30 TD, 30 PPD). Another two transcribers confirmed transcriptions using acoustic analysis for disambiguation. Data generally confirmed previous findings regarding the order of consonant acquisition. Factors characteristic of PPD in comparison with TD were: lower match levels, especially at age 3 for onsets in unstressed syllables: later mastery of laterals; and a greater proportion and range of mismatch patterns, including deletion and more than one feature mismatch per segment (e.g., Manner & Place). The paper concludes with clinical and research implications.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"63 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79503500","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}
We use code-switched structures to investigate how gender is represented in the mind of an adult English-Spanish bilingual (Spanish is the Heritage language) who has Prader-Willi Syndrome (PWS), a genetic disorder that presents both behavioral disturbances and intellectual and linguistic disabilities. The latter remains entirely unexplored in the case of bilingual speakers. Previous research (Liceras et al., 2016) using an Acceptability Judgment Task (AJT) and a Sentence Completion Task (SCT) has shown that typically-developing (TD) Spanish-dominant English-Spanish bilinguals (but not English-dominant bilinguals) prefer gender-matching switched Determiner+Noun (concord) and Subject+Adjectival Predicate (agreement) structures, as La[theF] house[casaF] or The house[la casaF] es roja[is redF] over non-matching ones, as El[theM] house[casaF] or The house[la casaF] es rojo[is redM], which means that these bilinguals abide by the so- called ‘analogical criterion’ (AC): they assign English Nouns the gender of their translation equivalent in Spanish. These same two tasks were administered to a 34 year-old male English-Spanish bilingual (English dominant) with PWS. The results show that in the AJT, he rates both matching and non-matching concord and agreement structures high but has a stronger preference for all structures that abide by the AC. In the SCT, he unambiguously abides by the AC with both types of structures as TD Spanish-dominant bilinguals do. These results constitute a first step towards investigating which linguistic abilities may be compromised in the case of the PWS population and provide evidence that bilingualism does not seem to have a negative effect on the activation of formal features in their grammars.
我们使用代码转换结构来研究一个患有Prader-Willi综合征(一种表现为行为障碍和智力和语言障碍的遗传疾病)的英西双语者(西班牙语是传统语言)的性别是如何在其头脑中表现出来的。对于说双语的人来说，后者完全没有被研究过。先前的研究(Liceras et al.， 2016)使用可接受性判断任务(AJT)和句子完成任务(SCT)表明，典型发展(TD)西班牙语主导型英语-西班牙语双语者(但不是英语主导型双语者)更喜欢性别匹配切换的限定词+名词(concord)和主语+形容词谓语(agreement)结构，如La[theF] house[casaF]或The house[La casaF] es roja[is redF]而不是非匹配结构。如El[theM] house[casaF]或The house[la casaF] es rojo[is redM]，这意味着这些双语者遵守所谓的“类比标准”(AC):他们赋予英语名词在西班牙语翻译中对应的性别。对一名34岁的英西双语(英语占主导地位)男性PWS患者进行了同样的两项任务。结果表明，在AJT中，他对匹配和非匹配的和谐和协议结构的评价都很高，但对所有符合AC的结构都有更强的偏好。在SCT中，他与TD西班牙语优势双语者一样明确地遵守这两种结构的AC。这些结果是研究PWS人群中哪些语言能力可能受到损害的第一步，并提供了双语似乎对其语法中形式特征的激活没有负面影响的证据。
{"title":"Grammatical Gender in Atypical Language Development","authors":"J. Liceras, Estela García-Alcaraz","doi":"10.1558/JMBS.V1I2.11878","DOIUrl":"https://doi.org/10.1558/JMBS.V1I2.11878","url":null,"abstract":"We use code-switched structures to investigate how gender is represented in the mind of an adult English-Spanish bilingual (Spanish is the Heritage language) who has Prader-Willi Syndrome (PWS), a genetic disorder that presents both behavioral disturbances and intellectual and linguistic disabilities. The latter remains entirely unexplored in the case of bilingual speakers. Previous research (Liceras et al., 2016) using an Acceptability Judgment Task (AJT) and a Sentence Completion Task (SCT) has shown that typically-developing (TD) Spanish-dominant English-Spanish bilinguals (but not English-dominant bilinguals) prefer gender-matching switched Determiner+Noun (concord) and Subject+Adjectival Predicate (agreement) structures, as La[theF] house[casaF] or The house[la casaF] es roja[is redF] over non-matching ones, as El[theM] house[casaF] or The house[la casaF] es rojo[is redM], which means that these bilinguals abide by the so- called ‘analogical criterion’ (AC): they assign English Nouns the gender of their translation equivalent in Spanish. These same two tasks were administered to a 34 year-old male English-Spanish bilingual (English dominant) with PWS. The results show that in the AJT, he rates both matching and non-matching concord and agreement structures high but has a stronger preference for all structures that abide by the AC. In the SCT, he unambiguously abides by the AC with both types of structures as TD Spanish-dominant bilinguals do. These results constitute a first step towards investigating which linguistic abilities may be compromised in the case of the PWS population and provide evidence that bilingualism does not seem to have a negative effect on the activation of formal features in their grammars.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83339797","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’s aim was to investigate the self-perceptions of bilingual peoplewho stutter as uncovered by their word choices during social interaction.Specifically, the perceptions they have about themselves relative to their stuttering are examined using qualitative methods. Three bilingual males who stutter were recruited from stuttering support groups. Semi-structured interviews were conducted to elicit participants’ perspectives on their stuttering experiences. Tools derived from Systemic Functional Linguistic (SFL) theory were used to analyse interview transcripts revealing how participants use linguistic resources to appraise, organise and convey their identities relative to their stuttering. SFL-based analyses revealed individual topics in each participant’s talk including: being prideful about stuttering out of necessity, shifting identity based on views about stuttering, and adopting various identities depending on social context. Analysis of word selections and clause structures revealed that all three participants project a positive identity relative to their stuttering, though they still struggle with negative feelings.
{"title":"Linguistic Construction of Identity by Bilinguals Who Stutter","authors":"Angela M. Medina, J. Tetnowski, N. Müller","doi":"10.1558/JMBS.V1I2.11879","DOIUrl":"https://doi.org/10.1558/JMBS.V1I2.11879","url":null,"abstract":"This study’s aim was to investigate the self-perceptions of bilingual peoplewho stutter as uncovered by their word choices during social interaction.Specifically, the perceptions they have about themselves relative to their stuttering are examined using qualitative methods. Three bilingual males who stutter were recruited from stuttering support groups. Semi-structured interviews were conducted to elicit participants’ perspectives on their stuttering experiences. Tools derived from Systemic Functional Linguistic (SFL) theory were used to analyse interview transcripts revealing how participants use linguistic resources to appraise, organise and convey their identities relative to their stuttering. SFL-based analyses revealed individual topics in each participant’s talk including: being prideful about stuttering out of necessity, shifting identity based on views about stuttering, and adopting various identities depending on social context. Analysis of word selections and clause structures revealed that all three participants project a positive identity relative to their stuttering, though they still struggle with negative feelings.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82493306","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}
J. H. Edwards, Mary L. Zampini, Caitlin Cunningham
This study examines the impact of Hong Kong listeners’ English language proficiency on the intelligibility and perceived accentedness and comprehensibility of speakers of English from Hong Kong, China, Singapore and the United States. The study had two main aims: (1) to examine how proficiency impacts listeners’ perceptions of how accented and comprehensible different varieties of English are and how this differs from speech intelligibility; (2) to examine whether listeners benefited from a shared background effect differently by proficiency level. The research findings have pedagogical implications as they can improve understanding of which proficiency levels may benefit most from instruction and how a shared background may mitigate proficiency effects. They also help researchers understand the extent to which listeners’ own English proficiency impacts their evaluations of the speech characteristics of other speakers of English, an area of research that is still relatively unexplored.
{"title":"Listener Proficiency and Shared Background Effects on the Accentedness, Comprehensibility and Intelligibility of Four Varieties of English","authors":"J. H. Edwards, Mary L. Zampini, Caitlin Cunningham","doi":"10.1558/JMBS.V1I2.11867","DOIUrl":"https://doi.org/10.1558/JMBS.V1I2.11867","url":null,"abstract":"This study examines the impact of Hong Kong listeners’ English language proficiency on the intelligibility and perceived accentedness and comprehensibility of speakers of English from Hong Kong, China, Singapore and the United States. The study had two main aims: (1) to examine how proficiency impacts listeners’ perceptions of how accented and comprehensible different varieties of English are and how this differs from speech intelligibility; (2) to examine whether listeners benefited from a shared background effect differently by proficiency level. The research findings have pedagogical implications as they can improve understanding of which proficiency levels may benefit most from instruction and how a shared background may mitigate proficiency effects. They also help researchers understand the extent to which listeners’ own English proficiency impacts their evaluations of the speech characteristics of other speakers of English, an area of research that is still relatively unexplored.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78437450","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}
Natural languages frequently display both consistent and variable morphological patterns. Previous studies have indicated that variable morphological patterns are mastered more slowly than consistent ones. In particular, it has been argued that Chilean children, who are exposed to variable plural-marking, take longer to consistently associate the plural marker to a more-than-one interpretation than children who are exposed to non-variable plural-marking (e.g. children from Mexico City). Building on this previous work, the present study assesses Chilean children’s ability to associate the plural marker to a more-than-one interpretation in both an act-out task and an eye-tracking task, in order to compare performance across different contexts and between offline and real-time comprehension, and to enrich our understanding of the acquisition of variable morphology.
{"title":"Learning the Plural from Variable Input","authors":"Cynthia Lukyanenko, Karen Miller","doi":"10.1558/JMBS.V1I2.11788","DOIUrl":"https://doi.org/10.1558/JMBS.V1I2.11788","url":null,"abstract":"Natural languages frequently display both consistent and variable morphological patterns. Previous studies have indicated that variable morphological patterns are mastered more slowly than consistent ones. In particular, it has been argued that Chilean children, who are exposed to variable plural-marking, take longer to consistently associate the plural marker to a more-than-one interpretation than children who are exposed to non-variable plural-marking (e.g. children from Mexico City). Building on this previous work, the present study assesses Chilean children’s ability to associate the plural marker to a more-than-one interpretation in both an act-out task and an eye-tracking task, in order to compare performance across different contexts and between offline and real-time comprehension, and to enrich our understanding of the acquisition of variable morphology.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84477387","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 South Africa, isiZulu is the most widely spoken home language. However, research on children’s speech acquisition in isiZulu is minimal and there are no published speech assessments that speech-language therapists can use to identify children with speech sound disorders acquiring this language. In our research we aimed to document speech sound acquisition of 32 isiZulu-speaking children aged two years, six months to six years, five months in rural KwaZulu- Natal, South Africa. An isiZulu speech assessment was developed and used to assess the children’s speech in terms of phonetic acquisition, word shape and phonological processes. In the study, the implosive, plosives, nasals, affricates and vowels were mastered by the youngest children. The click /!ɡ/, approximant /l/ and fricative /ɦ/ may be among the last consonants to develop: they had not been mastered by the oldest group. Two-syllable structures were mastered early while structures of four/five syllables were still developing at 6;5. Participants in the older age groups could produce target words more accurately and used fewer phonological processes. The findings are discussed in relation to normative data from other Bantu languages. Knowledge of isiZulu speech sound development will assist clinicians working with isiZulu-speaking children in assessing and managing their speech difficulties: an important step towards ensuring that speech-language therapy services are relevant to all children in South Africa.
在南非，isiZulu语是使用最广泛的母语。然而，关于isiZulu语儿童语言习得的研究很少，也没有发表的语言评估，语言治疗师可以用它来识别有语音障碍的儿童习得这种语言。在我们的研究中，我们旨在记录南非夸祖鲁-纳塔尔省农村32名2岁6个月至6岁5个月的isiZulu-speaking儿童的语音习得情况。开发了一种isiZulu语音评估方法，用于评估儿童语音在语音习得、词形和语音过程方面的表现。在这项研究中，最小的孩子掌握了内爆音、爆破音、鼻音、模糊音和元音。点击/!音/、近音/l/和摩擦音/ v /可能是最后发展的辅音:它们没有被最古老的群体掌握。双音节结构较早掌握，四、五音节结构在6、5岁时仍在发展。年龄较大的参与者可以更准确地说出目标单词，并且使用更少的语音过程。研究结果与其他班图语的规范性数据进行了讨论。对isiZulu语语音发展的了解将有助于临床医生与说isiZulu语的儿童一起评估和管理他们的语言困难:这是确保语言治疗服务与南非所有儿童相关的重要一步。
{"title":"Speech Acquisition in Monolingual Children Acquiring isiZulu in Rural KwaZulu-Natal, South Africa","authors":"M. Pascoe, Zenia M Jeggo","doi":"10.1558/JMBS.11082","DOIUrl":"https://doi.org/10.1558/JMBS.11082","url":null,"abstract":"In South Africa, isiZulu is the most widely spoken home language. However, research on children’s speech acquisition in isiZulu is minimal and there are no published speech assessments that speech-language therapists can use to identify children with speech sound disorders acquiring this language. In our research we aimed to document speech sound acquisition of 32 isiZulu-speaking children aged two years, six months to six years, five months in rural KwaZulu- Natal, South Africa. An isiZulu speech assessment was developed and used to assess the children’s speech in terms of phonetic acquisition, word shape and phonological processes. In the study, the implosive, plosives, nasals, affricates and vowels were mastered by the youngest children. The click /!ɡ/, approximant /l/ and fricative /ɦ/ may be among the last consonants to develop: they had not been mastered by the oldest group. Two-syllable structures were mastered early while structures of four/five syllables were still developing at 6;5. Participants in the older age groups could produce target words more accurately and used fewer phonological processes. The findings are discussed in relation to normative data from other Bantu languages. Knowledge of isiZulu speech sound development will assist clinicians working with isiZulu-speaking children in assessing and managing their speech difficulties: an important step towards ensuring that speech-language therapy services are relevant to all children in South Africa.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"59 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88691694","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}
Multilingualism provides cultural, economic and social benefits to individuals and societies. Many people with Vietnamese heritage have migrated to English-speaking countries such as Australia, Canada and the US. This study describes language proficiency, use and maintenance of 271 adults with Vietnamese heritage living across Australia. The majority were first-generation immigrants (76.6%), spoke Vietnamese as their first language (94.3%), and indicated Vietnamese was their most proficient language (78.5%). The majority were more likely to use Vietnamese (than English) with their mother, father, older siblings, Vietnamese-speaking grandparents, relatives in Vietnam, and Vietnamese friends. They used English and Vietnamese with their partners, children, younger siblings and English-speaking grandparents. They were more likely to speak English when working, studying and watching TV, but used English and Vietnamese equally on social media. The most important reasons for maintaining Vietnamese were: maintaining bonds with relatives, maintaining Vietnamese cultural identity, and building friendships.
{"title":"Language Proficiency, Use, and Maintenance among People with Vietnamese Heritage Living in Australia","authors":"S. Mcleod, Sarah Verdon, Cen Wang, Van H. Tran","doi":"10.1558/JMBS.10973","DOIUrl":"https://doi.org/10.1558/JMBS.10973","url":null,"abstract":"Multilingualism provides cultural, economic and social benefits to individuals and societies. Many people with Vietnamese heritage have migrated to English-speaking countries such as Australia, Canada and the US. This study describes language proficiency, use and maintenance of 271 adults with Vietnamese heritage living across Australia. The majority were first-generation immigrants (76.6%), spoke Vietnamese as their first language (94.3%), and indicated Vietnamese was their most proficient language (78.5%). The majority were more likely to use Vietnamese (than English) with their mother, father, older siblings, Vietnamese-speaking grandparents, relatives in Vietnam, and Vietnamese friends. They used English and Vietnamese with their partners, children, younger siblings and English-speaking grandparents. They were more likely to speak English when working, studying and watching TV, but used English and Vietnamese equally on social media. The most important reasons for maintaining Vietnamese were: maintaining bonds with relatives, maintaining Vietnamese cultural identity, and building friendships.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"407 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88233049","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}
The construct of intelligibility in L2 speech has primarily been operationalized functionally in terms of speech being classified as intelligible if the listeners successfully recovered the intended message (Munro & Derwing, 1995). In this paper, I will operationalize intelligibility psycholinguistically in terms of spoken word recognition. We do not need to invoke any special machinery for intelligibility in bilinguals; monolinguals and bilinguals process speech in the same way (Libben, 2000; Libben & Goral, 2015). Listeners have to segment the speech stream and the parser maps the phonetic elements onto higher-level linguistic representations such as phonemes, syllable nodes and metrical feet. The role of experience in the listener is modelled analogously to high-variability phonetic training (HVPT) via broadening the prior likelihood (in a Bayesian sense) of the mapping of an L2 phone onto an extant phonological category. I conclude by discussing pedagogic implications, and suggesting that pedagogic models that advocate a single non-native variety of English, which will be intelligible to all ears (i.e. parsable by all grammars), are problematic psycholinguistically.
{"title":"A Unified Model of Mono- and Bilingual Intelligibility","authors":"J. Archibald","doi":"10.1558/JMBS.11182","DOIUrl":"https://doi.org/10.1558/JMBS.11182","url":null,"abstract":"The construct of intelligibility in L2 speech has primarily been operationalized functionally in terms of speech being classified as intelligible if the listeners successfully recovered the intended message (Munro & Derwing, 1995). In this paper, I will operationalize intelligibility psycholinguistically in terms of spoken word recognition. We do not need to invoke any special machinery for intelligibility in bilinguals; monolinguals and bilinguals process speech in the same way (Libben, 2000; Libben & Goral, 2015). Listeners have to segment the speech stream and the parser maps the phonetic elements onto higher-level linguistic representations such as phonemes, syllable nodes and metrical feet. The role of experience in the listener is modelled analogously to high-variability phonetic training (HVPT) via broadening the prior likelihood (in a Bayesian sense) of the mapping of an L2 phone onto an extant phonological category. I conclude by discussing pedagogic implications, and suggesting that pedagogic models that advocate a single non-native variety of English, which will be intelligible to all ears (i.e. parsable by all grammars), are problematic psycholinguistically.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74693571","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：