LEARNING SECOND LANGUAGE SUPRASEGMENTALS: Effect of L2 Experience on Prosody and Fluency Characteristics of L2 Speech
LEARNING SECOND LANGUAGE SUPRASEGMENTALS: Effect of L2 Experience on Prosody and Fluency Characteristics of L2 Speech
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学习第二语言超片段：二语经验对二语语音的韵律和流利度特征的影响
DOI：
10.1017/s0272263106060013
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发表时间：
2006
影响因子：
4.1
通讯作者：
W. Baker
中科院分区：
文献类型：
--
作者：
P. Trofimovich;W. Baker
本研究探讨了短期，中期和长期的第二语言（L2）的经验（3个月，3年，10年的美国居住地，分别）生产的五个超音段（重音时间，峰值对齐，语速，停顿频率和停顿持续时间）在六个英语陈述句由30名成年韩国英语学习者和10名成年英语母语者。声学分析和听众的判断被用来确定如何准确的超音段产生，以及在多大程度上，他们有助于外国口音。结果显示，经验量的影响生产的一个超音段（压力定时），而成人学习者的年龄在第一次广泛接触的L2（索引的到达美国的年龄）影响生产的其他（语速，停顿频率，停顿持续时间）。此外，有人发现，超音段有助于外国口音在所有级别的经验，一些超音段（停顿时间，语速）更有可能这样做比其他人（压力定时，峰值对齐）。总的来说，研究结果揭示了第二语言分段学习和超分段学习之间的相似性。非常感谢Youngju Hong在测试韩国参与者方面的帮助，以及Molly Mack和James E。感谢他们在整个研究项目中的建议。作者衷心感谢兰德尔·哈尔特、伊丽莎白·加邦顿和五位匿名SSLA评审员对本文早期草稿的有益建议，以及兰德尔·哈尔特提供的宝贵统计帮助。
This study examines effects of short, medium, and extended second language (L2) experience (3 months, 3 years, and 10 years of United States residence, respectively) on the production of five suprasegmentals (stress timing, peak alignment, speech rate, pause frequency, and pause duration) in six English declarative sentences by 30 adult Korean learners of English and 10 adult native English speakers. Acoustic analyses and listener judgments were used to determine how accurately the suprasegmentals were produced and to what extent they contributed to foreign accent. Results revealed that amount of experience influenced the production of one suprasegmental (stress timing), whereas adult learners' age at the time of first extensive exposure to the L2 (indexed as age of arrival in the United States) influenced the production of others (speech rate, pause frequency, pause duration). Moreover, it was found that suprasegmentals contributed to foreign accent at all levels of experience and that some suprasegmentals (pause duration, speech rate) were more likely to do so than others (stress timing, peak alignment). Overall, results revealed similarities between L2 segmental and suprasegmental learning.This research was partially supported by research grants from the University of Illinois and Brigham Young University. Many thanks are extended to Youngju Hong for her help in testing the Korean participants and to Molly Mack and James E. Flege for their advice throughout this research project. The authors gratefully acknowledge Randall Halter, Elizabeth Gatbonton, and five anonymous SSLA reviewers for their helpful suggestions on earlier drafts of this paper as well as Randall Halter for his invaluable statistical assistance.