Learning to perceive and recognize a second language: the L2LP model revised.
Learning to perceive and recognize a second language: the L2LP model revised.
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DOI：
10.3389/fpsyg.2015.01000
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发表时间：
2015
影响因子：
3.8
通讯作者：
Escudero P
中科院分区：
文献类型：
--
作者：
van Leussen JW;Escudero P
我们提出了对第二语言语言感知（L2LP）模型的修订版本的测试，这是第二语言（L2）语音感知和识别习得的计算模型。该模型利用语音、语音和心理语言结构来解释一些第二语言学习场景。然而，最近的一项计算实现未能验证一种学习场景的理论建议，即在给定的声学连续体中，第二语言的音位类别比母语（L1）少。根据L2LP，面对这种学习情景的学习者不仅要改变他们旧的母语音素边界，还要减少感知中使用的类别数量。我们对L2LP的修订建议成功地解释了感知类别数量的更新是一个由词汇项目的意义驱动的过程，而不是学习者对新语言中相关音素的数量和类型的意识，正如L2LP的上一个版本所假设的那样。我们的模拟结果表明，意义驱动学习正确地预测了实证研究中二语音素感知的发展路径。此外，为了解决心理语言学中长期存在的争论，我们测试了该模型的两个版本，音素感知和词汇识别的阶段要么是顺序的，要么是相互作用的。这两个版本都成功地学会了在新的第二语言中识别最小对，但对学习者产生的语音表征做出了不同的预测。总之，对L2 - lp模型提出的修订有助于我们对L2习得的理解，并对一般的语音处理产生影响。
We present a test of a revised version of the Second Language Linguistic Perception (L2LP) model, a computational model of the acquisition of second language (L2) speech perception and recognition. The model draws on phonetic, phonological, and psycholinguistic constructs to explain a number of L2 learning scenarios. However, a recent computational implementation failed to validate a theoretical proposal for a learning scenario where the L2 has less phonemic categories than the native language (L1) along a given acoustic continuum. According to the L2LP, learners faced with this learning scenario must not only shift their old L1 phoneme boundaries but also reduce the number of categories employed in perception. Our proposed revision to L2LP successfully accounts for this updating in the number of perceptual categories as a process driven by the meaning of lexical items, rather than by the learners' awareness of the number and type of phonemes that are relevant in their new language, as the previous version of L2LP assumed. Results of our simulations show that meaning-driven learning correctly predicts the developmental path of L2 phoneme perception seen in empirical studies. Additionally, and to contribute to a long-standing debate in psycholinguistics, we test two versions of the model, with the stages of phonemic perception and lexical recognition being either sequential or interactive. Both versions succeed in learning to recognize minimal pairs in the new L2, but make diverging predictions on learners' resulting phonological representations. In sum, the proposed revision to the L2LP model contributes to our understanding of L2 acquisition, with implications for speech processing in general.