1887
image of Facilitative L1-transfer in nonnative sound production of monolingual and bilingual learners

Abstract

Abstract

The L1-transfer pattern may be different between bilinguals and monolinguals as the former has multiple L1 candidates to transfer. This study compared how Mandarin monolingual learners (MDN), Shanghainese-Mandarin bilingual learners (SHM), and Japanese natives produce Japanese stops in word-reading and paragraph-reading tasks. The L2 Japanese learners varied in the years of learning (1–3 years). Shanghainese differs from Mandarin in that the word-medial voiced stops are prevoiced, which may allow facilitative transfer to Japanese voiced stops. As a result, SHM in general showed more target-like pronunciation of voiced stops than MDN. Regarding the L2 experience, third-year SHM produced more target-like word-medial voiced stops, whereas first-year SHM produced less target-like word-initial voiceless and word-medial voiced stops. These results suggest that the overlap between the target L2 and one of the learners’ L1s may lead to finer phonetic realization, but the facilitative transfer is subject to bilingual learners’ L2 experience.

Available under the CC BY 4.0 license.
Loading

Article metrics loading...

/content/journals/10.1075/jsls.00034.li
2024-10-31
2024-12-12
Loading full text...

Full text loading...

/deliver/fulltext/10.1075/jsls.00034.li/jsls.00034.li.html?itemId=/content/journals/10.1075/jsls.00034.li&mimeType=html&fmt=ahah

References

  1. Amengual, M.
    (2016) The perception and production of language-specific mid-vowel contrasts: Shifting the focus to the bilingual individual in early language input conditions. International Journal of Bilingualism, (), –. 10.1177/1367006914544988
    https://doi.org/10.1177/1367006914544988 [Google Scholar]
  2. Antoniou, M., Best, C. T., Tyler, M. D., & Kroos, C.
    (2010) Language context elicits native-like stop voicing in early bilinguals’ productions in both L1 and L2. Journal of Phonetics, (), –. 10.1016/j.wocn.2010.09.005
    https://doi.org/10.1016/j.wocn.2010.09.005 [Google Scholar]
  3. Antoniou, M., Liang, E., Ettlinger, M., & Wong, P. C. M.
    (2015) The bilingual advantage in phonetic learning. Bilingualism, (), –. 10.1017/S1366728914000777
    https://doi.org/10.1017/S1366728914000777 [Google Scholar]
  4. Bates, D., Mächler, M., Bolker, B., & Walker, S.
    (2015) Fitting linear Mixed-Effects Models using {lme4}. Journal of Statistical Software, (), –. 10.18637/jss.v067.i01
    https://doi.org/10.18637/jss.v067.i01 [Google Scholar]
  5. Boersma, P., & Weenink, D.
    (2020) Praat: Doing phonetics by computer [computer program] [Computer software]. www.praat.org
    [Google Scholar]
  6. Caramazza, A., Yeni-Komshian, G. H., Zurif, E. B., & Carbone, E.
    (1973) The acquisition of a new phonological contrast: The case of stop consonants in French-English bilinguals. The Journal of the Acoustical Society of America, (), –. 10.1121/1.1913594
    https://doi.org/10.1121/1.1913594 [Google Scholar]
  7. Casillas, J. V.
    (2020) The Longitudinal Development of Fine-Phonetic Detail: Stop Production in a Domestic Immersion Program. Language Learning, (), –. 10.1111/lang.12392
    https://doi.org/10.1111/lang.12392 [Google Scholar]
  8. Cenoz, J.
    (2013) The influence of bilingualism on third language acquisition: Focus on multilingualism. Language Teaching, (), –. 10.1017/S0261444811000218
    https://doi.org/10.1017/S0261444811000218 [Google Scholar]
  9. Chao, K., & Chen, L.
    (2008) A Cross-linguistic study of Voice Onset Time in stop consonant productions. International Journal of Computational Linguistics & Chinese Language Processing, (), –.
    [Google Scholar]
  10. Chen, F., Xia, Q., Feng, Y., Wang, L., & Peng, G.
    (2023) Learning challenging L2 sounds via computer-assisted training: Audiovisual training with an airflow model. Journal of Computer Assisted Learning, (), –. 10.1111/jcal.12724
    https://doi.org/10.1111/jcal.12724 [Google Scholar]
  11. Chen, Y., & Gussenhoven, C.
    (2015) Shanghai Chinese. Journal of the International Phonetic Association, (), –. 10.1017/S0025100315000043
    https://doi.org/10.1017/S0025100315000043 [Google Scholar]
  12. Cho, J.
    (2022) Crosslinguistic influence on L2 implicature computation for determiners. Journal of Second Language Studies, (), –. 10.1075/jsls.20004.cho
    https://doi.org/10.1075/jsls.20004.cho [Google Scholar]
  13. Díaz-Campos, M.
    (2004) Context of learning in the acquisition of spanish second language phonology. Studies in Second Language Acquisition, (), –. 10.1017/S0272263104262052
    https://doi.org/10.1017/S0272263104262052 [Google Scholar]
  14. (2006) Effects of style in second language phonology: An analysis of segmental acquisition in study abroad and regular-classroom students. InT. Face & C. A. Klee (Eds.), Selected proceedings of the 7th conference on the acquisition of Spanish and Portuguese as first and second languages (pp.–). Cascadilla Proceedings Project.
    [Google Scholar]
  15. Duanmu, S.
    (2007) The Phonology of Standard Mandarin. Oxford University Press. 10.1093/oso/9780199215782.001.0001
    https://doi.org/10.1093/oso/9780199215782.001.0001 [Google Scholar]
  16. Edele, A., Kempert, S., & Schotte, K.
    (2018) Does competent bilingualism entail advantages for the third language learning of immigrant students?Learning and Instruction, , –. 10.1016/j.learninstruc.2018.07.002
    https://doi.org/10.1016/j.learninstruc.2018.07.002 [Google Scholar]
  17. Feng, Q., & Busà, M. G.
    (2022) Acquiring Italian stop consonants: A challenge for Mandarin Chinese-speaking learners. Second Language Research. 10.1177/02676583221079147
    https://doi.org/10.1177/02676583221079147 [Google Scholar]
  18. Flege, J. E.
    (1987) The production of “new” and “similar” phones in a foreign language: Evidence for the effect of equivalence classification. Journal of Phonetics, (), –. 10.1016/S0095‑4470(19)30537‑6
    https://doi.org/10.1016/S0095-4470(19)30537-6 [Google Scholar]
  19. (1991) Age of learning affects the authenticity of voice-onset time (VOT) in stop consonants produced in a second language. Journal of the Acoustical Society of America, (), –. 10.1121/1.400473
    https://doi.org/10.1121/1.400473 [Google Scholar]
  20. (1995) Second language speech learning: Theory, findings, and problems. InW. Strange (Ed.), Speech Perception and Linguistic Experience: Issues in Cross-Language Research (pp.–). York Press.
    [Google Scholar]
  21. (2003) Assessing constraints on second-language segmental production and perception. InN. O. Schiller & A. S. Meyer (Eds.), Phonetics and Phonology in Language Comprehension and Production: Differences and Similarities (pp.–). Mouton de Gruyter. 10.1515/9783110895094.319
    https://doi.org/10.1515/9783110895094.319 [Google Scholar]
  22. Flege, J. E., & Bohn, O.-S.
    (2021) The Revised Speech Learning Model (SLM-r). InR. Wayland (Ed.), Second Language Speech Learning: Theoretical and Empirical Progress (pp.–). Cambridge Univesity Press. 10.1017/9781108886901.002
    https://doi.org/10.1017/9781108886901.002 [Google Scholar]
  23. Flege, J. E., & Eefting, W.
    (1987a) Cross-language switching in stop consonant perception and production by Dutch speakers of English. Speech Communication, (), –. 10.1016/0167‑6393(87)90025‑2
    https://doi.org/10.1016/0167-6393(87)90025-2 [Google Scholar]
  24. (1987b) Production and perception of English stops by native Spanish speakers. Journal of Phonetics, (), –. 10.1016/S0095‑4470(19)30538‑8
    https://doi.org/10.1016/S0095-4470(19)30538-8 [Google Scholar]
  25. Flege, J. E., Munro, M. J., & Mackay, I. R. A.
    (1995) Effects of age of second-language learning on the production of English consonants. Speech Communication, (), –. 10.1016/0167‑6393(94)00044‑B
    https://doi.org/10.1016/0167-6393(94)00044-B [Google Scholar]
  26. Fox, J., & Weisberg, S.
    (2019) An {R} Companion to Applied Regression. Sage. https://socialsciences.mcmaster.ca/jfox/Books/Companion/
    [Google Scholar]
  27. Gabriel, C., Krause, M., & Dittmers, T.
    (2018) VOT production in multilingual learners of French as a foreign language: Cross-linguistic influence from the heritage languages Russian and Turkish. Revue Francaise de Linguistique Appliquee, (), –. 10.3917/rfla.231.0059
    https://doi.org/10.3917/rfla.231.0059 [Google Scholar]
  28. Gabriel, C., Kupisch, T., & Seoudy, J.
    (2016) VOT in French as a foreign language: A production and perception study with mono — and multilingual learners (German/Mandarin-Chinese). InF. Neveu, G. Bergounioux, M.-H. Côté, J.-M. Fournier, L. Hriba, & S. Prévost (Eds.), Actes du 5e Congrès Mondial de Linguistique Française (Vol., pp.–). EDP Sciences. 10.1051/shsconf/20162709002
    https://doi.org/10.1051/shsconf/20162709002 [Google Scholar]
  29. Gao, J., & Arai, T.
    (2018) F0 perturbation in a “pitch-accent” language. TAL2018, Sixth International Symposium on Tonal Aspects of Languages, –. 10.21437/TAL.2018‑12
    https://doi.org/10.21437/TAL.2018-12 [Google Scholar]
  30. Gao, J., Hallé, P., Honda, K., Maeda, S., & Toda, M.
    (2011) Shanghai Slack Voice: Acoustic and EPGG Data. Hong Kong.
    [Google Scholar]
  31. Gass, S., & Selinker, L.
    (2008) Second Language Acquisition: An Introductory Course. Laurence Erlbaum Associates. 10.4324/9780203932841
    https://doi.org/10.4324/9780203932841 [Google Scholar]
  32. González López, V., & Counselman, D.
    (2013) L2 acquisition and category formation of Spanish voiceless stops by monolingual English novice learners. InJ. Cabrelli Amaro, G. Lord, A. de Prada. Pé́rez, & J. Elana. Aaron (Eds.), Selected Proceedings of the 16th Hispanic Linguistics Symposium (pp.–). Cascadilla Proceedings Project.
    [Google Scholar]
  33. González-Ardeo, J.
    (2001) Engineering students and ESP in the Basque Country: SLA versus TLA. InJ. Cenoz, B. Hufeisen, & U. Jessner (Eds.), Looking Beyond Second Language Acquisition: Studies in Tri-and Multilingualism (pp.–). Stauffenburg.
    [Google Scholar]
  34. Gorba, C., & Cebrian, J.
    (2021) The role of L2 experience in L1 and L2 perception and production of voiceless stops by English learners of Spanish. Journal of Phonetics, , 101094. 10.1016/j.wocn.2021.101094
    https://doi.org/10.1016/j.wocn.2021.101094 [Google Scholar]
  35. Guion, S. G.
    (2003) The Vowel Systems of Quichua-Spanish Bilinguals. Phonetica, (), –. 10.1159/000071449
    https://doi.org/10.1159/000071449 [Google Scholar]
  36. Hirosh, Z., & Degani, T.
    (2018) Direct and indirect effects of multilingualism on novel language learning: An integrative review. Psychonomic Bulletin and Review, (), –. 10.3758/s13423‑017‑1315‑7
    https://doi.org/10.3758/s13423-017-1315-7 [Google Scholar]
  37. Hopp, H., Kieseier, T., Jakisch, J., Sturm, S., & Thoma, D.
    (2021) Do minority-language and majority-language students benefit from pedagogical translanguaging in early foreign language development?Multilingua, (), –. 10.1515/multi‑2020‑0164
    https://doi.org/10.1515/multi-2020-0164 [Google Scholar]
  38. Hopp, H., Vogelbacher, M., Kieseier, T., & Thoma, D.
    (2019) Bilingual advantages in early foreign language learning: Effects of the minority and the majority language. Learning and Instruction, (October 2017), –. 10.1016/j.learninstruc.2019.02.001
    https://doi.org/10.1016/j.learninstruc.2019.02.001 [Google Scholar]
  39. Isabelli-García, C., Bown, J., Plews, J. L., & Dewey, D. P.
    (2018) Language learning and study abroad. Language Teaching, (), –. 10.1017/S026144481800023X
    https://doi.org/10.1017/S026144481800023X [Google Scholar]
  40. Labrune, L.
    (2012) The Phonology of Japanese. Oxford University Press. 10.1093/acprof:oso/9780199545834.001.0001
    https://doi.org/10.1093/acprof:oso/9780199545834.001.0001 [Google Scholar]
  41. Lenth, R., Singmann, H., Love, J., Buerkner, P., & Herve, M.
    (2020) Emmeans: Estimated marginal means, Aka Least-Squares means [Computer software]. R package 1.5.1. https://cran.r-project.org/package=emmeans
    [Google Scholar]
  42. Li, P., & Xi, X.
    (2022) Spanish lexical stress produced by proficient Mandarin learners of Spanish. Proceedings of the 4th International Symposium on Applied Phonetics, –. 10.21437/ISAPh.2022‑8
    https://doi.org/10.21437/ISAPh.2022-8 [Google Scholar]
  43. Li, P., Xi, X., Baills, F., & Prieto, P.
    (2021) Training non-native aspirated plosives with hand gestures: Learners’ gesture performance matters. Language, Cognition and Neuroscience, (), –. 10.1080/23273798.2021.1937663
    https://doi.org/10.1080/23273798.2021.1937663 [Google Scholar]
  44. Lisker, L., & Abramson, A. S.
    (1964) A cross-language study of voicing in initial stops: Acoustical measurements. WORD, (), –. 10.1080/00437956.1964.11659830
    https://doi.org/10.1080/00437956.1964.11659830 [Google Scholar]
  45. Liu, J., & Lin, J.
    (2021) A Cross-Linguistic Study of L3 Phonological Acquisition of Stop Contrasts. SAGE Open, (). 10.1177/2158244020985510
    https://doi.org/10.1177/2158244020985510 [Google Scholar]
  46. Liu, J., Zeng, T., & Lu, X.
    (2019) Challenges in multi-language pronunciation teaching: A cross-linguistic study of Chinese students’ perception of voiced and voiceless stops. Circulo de Linguistica Aplicada a La Comunicacion, , –. 10.5209/clac.65652
    https://doi.org/10.5209/clac.65652 [Google Scholar]
  47. Liu, X., & Escudero, P.
    (2023) How bidialectalism affects non-native speech acquisition: Evidence from Shanghai and Mandarin Chinese. Applied Psycholinguistics, –. 10.1017/S0142716423000371
    https://doi.org/10.1017/S0142716423000371 [Google Scholar]
  48. Liu, Z.
    (2016) Exploring cross-linguistic influence: Perception and production of L1 , L2 and L3 bilabial stops by Mandarin Chinese speakers. Universitat Autònoma de Barcelona.
    [Google Scholar]
  49. Lloyd-Smith, A., Gyllstad, H., & Kupisch, T.
    (2017) Transfer into L3 English: Global accent in German-dominant heritage speakers of Turkish. Linguistic Approaches to Bilingualism, (), –. 10.1075/lab.15013.llo
    https://doi.org/10.1075/lab.15013.llo [Google Scholar]
  50. Lord, G.
    (2010) The combined effects of immersion and instruction on second language pronunciation. Foreign Language Annals, (), –. 10.1111/j.1944‑9720.2010.01094.x
    https://doi.org/10.1111/j.1944-9720.2010.01094.x [Google Scholar]
  51. Lorenz, E.
    (2022) Crosslinguistic Influence in L3 Acquisition: Bilingual Heritage Speakers in Germany. Taylor & Francis. 10.4324/9781003134336
    https://doi.org/10.4324/9781003134336 [Google Scholar]
  52. Mägiste, E.
    (1984) Learning a third language. Journal of Multilingual and Multicultural Development, (), –. 10.1080/01434632.1984.9994170
    https://doi.org/10.1080/01434632.1984.9994170 [Google Scholar]
  53. Major, R. C.
    (1987) English voiceless stop production by speakers of Brazilian Portuguese. Journal of Phonetics, (), –. 10.1016/S0095‑4470(19)30560‑1
    https://doi.org/10.1016/S0095-4470(19)30560-1 [Google Scholar]
  54. Maluch, J. T., Neumann, M., & Kempert, S.
    (2016) Bilingualism as a resource for foreign language learning of language minority students? Empirical evidence from a longitudinal study during primary and secondary school in Germany. Learning and Individual Differences, , –. 10.1016/j.lindif.2016.09.001
    https://doi.org/10.1016/j.lindif.2016.09.001 [Google Scholar]
  55. Nagle, C. L.
    (2018) Examining the temporal structure of the perception–production link in second language acquisition: A longitudinal study. Language Learning, (), –. 10.1111/lang.12275
    https://doi.org/10.1111/lang.12275 [Google Scholar]
  56. (2019) A Longitudinal Study of Voice Onset Time Development in L2 Spanish Stops. Applied Linguistics, (), –. 10.1093/applin/amx011
    https://doi.org/10.1093/applin/amx011 [Google Scholar]
  57. Nearey, T. M., & Rochet, B. L.
    (1994) Effects of place of articulation and vowel context on VOT production and perception for French and English stops. Journal of the International Phonetic Association, (), –. 10.1017/S0025100300004965
    https://doi.org/10.1017/S0025100300004965 [Google Scholar]
  58. Okada, H.
    (1999) Japanese. InInternational Phonetic Association (Ed.), Handbook of the International Phonetic Association: A Guide to the use of the International Phonetic Alphabet (pp.–). Cambridge University Press.
    [Google Scholar]
  59. Ozakin, A. S., Xi, X., Li, P., & Prieto, P.
    (2023) Thanks or tanks: Training with tactile cues improves learners’ accuracy of English interdental consonants in an oral reading task. Language Learning and Development, (), –. 10.1080/15475441.2022.2107522
    https://doi.org/10.1080/15475441.2022.2107522 [Google Scholar]
  60. R Core Team
    R Core Team (2014) R: A language and environment for statistical computing [Computer software]. R Foundation for Statistical Computing. www.r-project.org/
    [Google Scholar]
  61. Riney, T. J., Takagi, N., Ota, K., & Uchida, Y.
    (2007) The intermediate degree of VOT in Japanese initial voiceless stops. Journal of Phonetics, (), –. 10.1016/j.wocn.2006.01.002
    https://doi.org/10.1016/j.wocn.2006.01.002 [Google Scholar]
  62. Saville-Troike, M.
    (Ed.) (2005) Introducing Second Language Acquisition. InIntroducing Second Language Acquisition (pp.–). Cambridge University Press. 10.1017/CBO9780511808838.002
    https://doi.org/10.1017/CBO9780511808838.002 [Google Scholar]
  63. Shen, Z., Wooters, C., & Wang, W. S.-Y.
    (1987) Closure duration in the classification of stops: A statistical analysis. InB. D. Joseph &, A. M. Zwicky (Eds.): A Festschrift for Ilse Lehiste. Ohio State University Working Papers in Linguistics (pp.–).
    [Google Scholar]
  64. Spinu, L. E., Hwang, J., & Lohmann, R.
    (2018) Is there a bilingual advantage in phonetic and phonological acquisition? The initial learning of word-final coronal stop realization in a novel accent of English. International Journal of Bilingualism, (), –. 10.1177/1367006916681080
    https://doi.org/10.1177/1367006916681080 [Google Scholar]
  65. Swain, M., Lapkin, S., Rowen, N., & Hart, D.
    (1990) The role of mother tongue literacy in third language learning. Language, Culture and Curriculum, (), –. 10.1080/07908319009525073
    https://doi.org/10.1080/07908319009525073 [Google Scholar]
  66. Syed, N. A., & Bibi, S.
    (2024) VOT for plosives in the indigenous languages of Balochistan: Implications for adult learners of English. Journal of Second Language Studies, (), –. 10.1075/jsls.23002.sye
    https://doi.org/10.1075/jsls.23002.sye [Google Scholar]
  67. Takada, M., Kong, E. J., Yoneyama, K., & Beckman, M. E.
    (2015) Loss of prevoicing in modern Japanese/g, d, b/. InThe Scottish Consortium for ICPhS 2015 (Ed.), Proceedings of the 18th International Congress of Phonetic Sciences (p. Paper number 0873). the University of Glasgow. https://www.internationalphoneticassociation.org/icphs-proceedings/ICPhS2015/Papers/ICPHS0873.pdf
    [Google Scholar]
  68. Wang, N.
    (2020) L’acquisition du voisement des occlusives du français par des sinophones: Locuteurs wu et non-wu. Sorbonne Université.
    [Google Scholar]
  69. Wang, T., & Saffran, J. R.
    (2014) Statistical learning of a tonal language: The influence of bilingualism and previous linguistic experience. Frontiers in Psychology, (AUG), –. 10.3389/fpsyg.2014.00953
    https://doi.org/10.3389/fpsyg.2014.00953 [Google Scholar]
  70. Wrembel, M.
    (2014) VOT Patterns in the Acquisition of Third Language Phonology. Proceedings of the International Symposium on the Acquisition of Second Language Speech, –. hdl.handle.net/10593/12094
    [Google Scholar]
  71. Xi, X., & Li, P.
    (2022) Spanish stops and their allophones produced by proficient Mandarin learners of Spanish. InV. H. Do, C. M. Luong, S. Nakamura, H. H. Nguyen, & T. M. H. Nguyen (Eds.), 25th Conference of the Oriental COCOSDA International Committee for the Co-ordination and Standardisation of Speech Databases and Assessment Techniques (O-COCOSDA) (pp.–). IEEE. 10.1109/O‑COCOSDA202257103.2022.9997932
    https://doi.org/10.1109/O-COCOSDA202257103.2022.9997932 [Google Scholar]
  72. (2023) Effects of stress and prominence on Spanish stops and lenition in L2 speech of proficient Mandarin learners of Spanish. InR. Skarnitzl & J. Volín (Eds.), Proceedings of the 20th International Congress of Phonetic Sciences (ICPhS2023) (pp.–). Guarant International.
    [Google Scholar]
  73. Yang, Y., Chen, X., & Xiao, Q.
    (2022) Cross-linguistic similarity in L2 speech learning: Evidence from the acquisition of Russian stop contrasts by Mandarin speakers. Second Language Research, (), –. 10.1177/0267658319900919
    https://doi.org/10.1177/0267658319900919 [Google Scholar]
  74. Zaikovskii, M., & Koffi, E.
    (2019) An Acoustic Phonetic Account of VOT in Russian-Accented English. Linguistic Portfolios, , –.
    [Google Scholar]
  75. Zampini, M. L.
    (1998) The relationship between the production and perception of L2 Spanish stops. Texas Papers in Foreign Language Education, (), –.
    [Google Scholar]
/content/journals/10.1075/jsls.00034.li
Loading
/content/journals/10.1075/jsls.00034.li
Loading

Data & Media loading...

  • Article Type: Research Article
Keywords: transfer ; voice onset time ; L2 experience ; Japanese ; bilingualism
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error