RUI: Effects of speaking rate on native English speakers' acquisition of Japanese vowel length contrast

在美国国家科学基金会的支持下，Yukari Hirata博士将研究以不同语速生成的句子中对第二语言（L2）元音长度对比的感知。元音长度的区别（短与长）在日语中是音位的，但对于母语为英语的人来说很难掌握。根据定义，长元音的持续时间比短元音长，但是快速说出的长元音实际上可能比缓慢说出的短元音短。日语学习者是如何处理这种语速变化并准确区分元音长度的，目前尚不清楚。研究句子语境中元音长度的区别尤为重要，因为先前的研究表明，母语听众使用句子的语速来区分持续时间，他们会根据说话的语速自动调整对一个片段的感知。本研究将对“非母语听者”在感知学习过程中利用语速线索的能力提供重要的见解。该项目将调查实验室中三种类型的感知训练在多大程度上帮助以英语为母语的人学习感知日语元音长度的区别：慢语速训练，快语速训练，慢速和快速训练。这个假设是，不同语速（慢速和快速）的句子比只以慢速或快速说的句子包含更多样化和丰富的声音线索，而更丰富的线索将帮助非母语听众调整语速和准确识别短/长元音。这项研究将增加我们对语音输入和感知学习之间关系的理解，这是二语习得理论的一个重要问题。本研究的广泛影响有以下几点：首先，该研究将为二语教学法和计算机辅助二语学习的实际改进奠定基础。这个项目有可能显著改善当前的语言教学方法，这对整个社会都是有益的，因为日益全球化和随之而来的个人需要能够有效地跨文化交流。其次，该项目允许将研究融入本科生的教育经历，帮助他们接触到科学探究的兴奋。第三，高露洁大学为这项研究开发的基础设施将使本科生即使在当前项目结束后也能参与额外的语音学研究。创建一个语音研究的校内实验室将丰富和多样化本科院校的科学教育。

With National Science Foundation support, Dr. Yukari Hirata will investigate the perception of second language (L2) vowel length contrasts in sentences produced at various speaking rates. The vowel length distinction (short versus long) is phonemic in Japanese, but is difficult for native English speakers to acquire. A long vowel is by definition longer in duration than a short vowel, but a long vowel spoken quickly can actually be shorter than a short vowel spoken slowly. It is not known how learners of Japanese process such speaking rate variations and learn to distinguish vowel length accurately. Studying the vowel length distinction in a sentence context is particularly important, since previous research has shown that native listeners use sentence rate for making duration-based distinctions, and that they automatically adjust their perception of a segment based on the speaking rate. This study will provide important insights into the ability of "nonnative listeners" to utilize cues from speaking rate in the perceptual learning process. The project will investigate the extent to which three types of perceptual training in the laboratory assist native English speakers in learning to perceive Japanese vowel length distinction: training with a slow speaking rate, training with a fast rate, and training with both slow and fast rates. The hypothesis is that sentences spoken at varied rates (slow and fast) contain more diverse and rich acoustic cues than sentences spoken only at a slow or a fast rate, and that the richer cues will aid nonnative listeners in adjusting speaking rate and in identifying short/long vowels accurately. This research will increase our understanding of the relationship between speech input and perceptual learning, an important issue for theories of L2 acquisition. The broader impacts of this research are several: First, the research will serve as a foundation on which practical improvement can be made in L2 pedagogy and computer-assisted L2 learning. This project has the potential to significantly improve current methods of language instruction, which is beneficial to society as a whole, given increasing globalization and the attendant need for individuals to be able to communicate effectively across cultures. Second, the project allows for integration of research into the educational experience of undergraduate students, helping to expose them to the excitement of scientific inquiry. Third, the development of the infrastructure for this research at Colgate University will enable undergraduates to participate in additional phonetics studies even when the current project is concluded. Creating an on-campus lab for phonetic research will enrich and diversify science education at an undergraduate institution.