Learning foreign vowels.
Learning foreign vowels.
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学习外语元音。
DOI：
10.1177/00238309030460020201
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发表时间：
2003
影响因子：
1.8
通讯作者：
Kingston,John
中科院分区：
文献类型：
--
作者：
Kingston,John
最近提出了两个假设来解释听者区分和学习外语语音对比的能力。首先，Best的感知同化模型和Festival的语音学习模型都预测，听者区分一个非母语音素的难易程度与这些声音同化为不同母语音素的程度直接相关（Best，1994;还有Best，McRoberts，& Goodell，2001; Festival，1991）。第二，Logan，Lively和Pisoni（1991）认为，训练听者识别非母语音素教会了他们一组范例，而不是更抽象的区别特征值。我在这里报告的三组实验的结果，旨在测试这些假设，在美国英语听力训练分类德国非低元音。第一组实验表明，德国元音之间的相同对比的一些实例比其他更容易区分，结果与预测的最佳或Festival的模型不兼容，但兼容的替代类别识别解释。第二组实验揭示了语境和说话者的变化对听者学习外语元音之间[紧张]对比的能力的影响，但对[高]对比的影响不明显，因此至少部分地与外语类别学习的范例模型相一致（Pisoni，Lively，& Logan，1994;也是Nosofsky，1986）。第三组实验比较了Nosofsky（1986）的选择性注意范例的预测，
Two hypotheses have recently been put forward to account for listeners' ability to distinguish and learn contrasts between speech sounds in foreign languages. First, Best's Perceptual Assimilation Model and Flege's Speech Learning Model both predict that the ease with which a listener can tell onenon-native phoneme from an other varies directly with the extent to which these sounds assimilate to different native phonemes (Best, 1994; also Best, McRoberts, & Goodell, 2001; Flege, 1991). Second, Logan, Lively, & Pisoni (1991)have argued that training listeners to identify nonnative phonemes teaches them sets of exemplars rather than more abstract distinctive feature values. Ireport here the results of three sets of experiments designed to test these hypotheses, in which American English listeners were trained to categorize German nonlow vowels. The first set of experiments show that some instances of the same contrast between German vowels are more easily discriminated than others, a result incompatible with the predictions of either Best's or Flege's models, but compatible with the alternative category recognition interpretation. Thesecond set of experiments reveals effects of contextual and speaker variation on listeners' ability to learn [tense] but not [high] contrasts between foreign vowels, and are thus at least partly compatible with an exemplar model of foreign category learning (Pisoni, Lively, & Logan, 1994; also Nosofsky, 1986). The third set of ex periments compares the predictions of Nosofsky's (1986) selective attention exemplar