Phonetic training with acoustic cue manipulations:: A comparison of methods for teaching English |r|-|l| to Japanese adults
Phonetic training with acoustic cue manipulations:: A comparison of methods for teaching English |r|-|l| to Japanese adults
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DOI：
10.1121/1.2062307
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发表时间：
2005-11-01
影响因子：
2.4
通讯作者：
Bannister, K
中科院分区：
文献类型：
--
作者：
Iverson, P;Hazan, V;Bannister, K
最近的研究[Iverson et al.（2003）Cognition，87，B47-57]表明，日本成年人学习英语/r/和/l/有困难，因为他们对声音线索过于敏感，而这些线索对于/r/-/l/分类是不可靠的（例如，F2频率）。本研究探讨了听觉训练是否会改变线索权重，并比较了不同训练方法的效果。不同的受试者组接受高变异性语音训练（来自多个说话者的自然单词）和3种通过信号处理改变自然录音的技术（所有增强，F3对比度最大化，闭合持续时间延长;感知衰减，训练期间F3增强减少;和次级提示变异性，训练期间F2变化和持续时间增加）。结果表明，所有的培训技术提高了日本听众的/r/-/l/识别，但没有技术之间的差异。训练也改变了二次声学线索的使用;当线索使他们类似于日语/r/类别时，听众偏向于将刺激识别为英语/l/，并减少了对与日语/r/不同的刺激的二次声学线索的使用。结果表明，类别同化和知觉干扰都影响英语/r/和/l/的习得。(c)2005年美国声学学会。
Recent work [Iverson et al. (2003) Cognition, 87, B47-57] has suggested that Japanese adults have difficulty learning English /r/ and /l/ because they are overly sensitive to acoustic cues that are not reliable for /r/-/l/ categorization (e.g., F2 frequency). This study investigated whether cue weightings are altered by auditory training, and compared the effectiveness of different training techniques. Separate groups of subjects received High Variability Phonetic Training (natural words from multiple talkers), and 3 techniques in which the natural recordings were altered via signal processing (All Enhancement, with F3 contrast maximized and closure duration lengthened; Perceptual Fading, with F3 enhancement reduced during training; and Secondary Cue Variability, with variation in F2 and durations increased during training). The results demonstrated that all of the training techniques improved /r/-/l/ identification by Japanese listeners, but there were no differences between the techniques. Training also altered the use of secondary acoustic cues; listeners became biased to identify stimuli as English /l/ when the cues made them similar to the Japanese /r/ category, and reduced their use of secondary acoustic cues for stimuli that were dissimilar to Japanese /r/. The results suggest that both category assimilation and perceptual interference affect English /r/ and /l/ acquisition. (c) 2005 Acoustical Society of America.