Learning Phonemes Without Minimal Pairs
Learning Phonemes Without Minimal Pairs
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发表时间：
2000
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通讯作者：
Jessica Maye;L. Gerken
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作者：
Jessica Maye;L. Gerken
这项研究解决的问题是人类如何获得反映其语言音素的内化的、心理的范畴。例如，说英语的人马上就会把梨和熊识别为不同的词，这就证明了人类有这样的类别。这一立竿见影的事实与这两个词具有不同含义的事实无关，因为说英语的人也会报告说，像bove和pove这样的无意义单词是不同的单词--尽管这两个单词都没有任何意义。音位范畴一旦习得，就会影响人们对语音的感知。尽管成年人可以很容易地察觉到区分自己语言类别的声学差异，但他们往往难以察觉非母语音素的对比。例如，英语中/r/和/L/之间的区别对于以日语为母语的人来说很难察觉(Miywaki等人。1975年)，/t/和/ţ/之间的印地语区别(后者是卷舌音，舌头向后卷曲发音)很难让英语母语者察觉(Werker等人)。(1981年)。婴儿天生就有对语音进行分类的能力(Eimas等人。1971年)，但这些类别最初是通用的，不是基于特定语言的音素。例如，学习日语的婴儿最初可以区分英语/r/和/L/(Tsushima et al.1994年)，学习英语的婴儿最初可以区分印地语/t/和/ţ/(Werker等人。(1981年)。然而，在生命的第一年中，婴儿获得了使用母语的经验，并开始只区分代表母语中音位区别的对比(Werker&Tees 1984)。通过我们的研究，我们想要了解这些音素相关的影响言语知觉的因素是如何在语言学习者身上产生的。
The question addressed by this research is how humans acquire the internalized, mental categories that reflect the phonemes of their language. That humans have such categories is evidenced by the fact that, for example, English speakers immediately recognize pear and bear as being different words. This immediate realization is independent of the fact that these two words have different meanings, since English speakers will also report that nonsense words like bove and pove are different words – despite the fact that neither word means anything. Phonemic categories, once acquired, have an influence on the perception of speech sounds. Although adults can easily perceive acoustic distinctions that differentiate the categories of their own language, they often have difficulty perceiving non-native phoneme contrasts. For example, the English distinction between /r/ and /l/ is difficult for native Japanese speakers to perceive (Miyawaki et al. 1975), and the Hindi distinction between /t/ and /ţ/ (the latter sound is retroflex, pronounced with the tongue curled backwards) is difficult for native English speakers to perceive (Werker et al. 1981). Infants are born with the ability to categorize speech sounds (Eimas et al. 1971), but these categories are initially universal, not based on the phonemes of a particular language. For instance, Japanese-learning infants can initially discriminate English /r/ and /l/ (Tsushima et al. 1994), and English-learning infants can initially discriminate Hindi /t/ and /ţ/ (Werker et al. 1981). Over the course of the first year of life, though, the infant gains experience with the native language, and begins to only discriminate contrasts that represent a phonemic distinction in the native language (Werker & Tees 1984). Through our research, we would like to understand how these phoneme-related effects on speech perception arise in the language learner.