Identifying the presence of a code-switch: Evaluating the role of acoustic cues.

项目摘要 许多在双语家庭中长大的婴儿经常会从他们的母语中出现语码转换。 照顾者和其他社区成员。即使是那些打算用“一个家长一个家长”的父母， 双语接触”方法往往偶尔转换语言， 例如“你看到嘎图了吗？”为了发展他们每个人的代表性， 语言，我们知道他们这样做，婴儿必须弄清楚，不仅有两种语言，在他们的 环境，而是在一个给定的句子中，一种语言在什么时候结束，另一种语言在什么时候开始。使 这就更难了，说话者经常通过发出一种声音来“模糊”语言之间的区别。 被另一种语言所着色（称为语音趋同）。我们知道， 融合可以帮助成年双语者预测即将到来的语码转换。但据 不清楚它是否存在于对婴儿的讲话中，或者不知道语言的听众是否 对这个线索很敏感。目标1将测试西班牙语-英语双语父母在多大程度上产生交叉- 在与婴儿和其他成年人说话时的语言语音趋同。我将要求他们 用英语、西班牙语记录无字图画书的叙述，并在两者之间切换 语言（Exp. 1)并将测量他们的语音的声学语音特性是如何被调制的 通过语音寄存器和代码转换的存在和接近。目标2注重能力 不同语言水平的听众在听不熟悉的声音时， 语言英语单语（Exp. 2a）和西班牙语-英语双语（Exp. 2b）成人，以及 单语5至14个月大的婴儿（实验3)我会听那些在普通话和 和法语，并将识别他们所听到的语言。我将测试是否存在 声音起始时间和音调的预期语音收敛影响听者的速度， 检测这两种节奏不同的语言之间的语言切换。通过评估这些 预期语音线索影响检测的代码转换在不熟悉的语言，我们将 能够确定它们对流利双语者语码转换理解的重要性是否是由于 语言特定的知识或一般语音感知机制的结果。这个项目 这也将有助于我们更好地了解暴露于代码转换的婴儿如何能够获得两个 语言同时有更多的证据表明婴儿为了解决这个问题而经历的过程 获得问题可能有助于提供更多的可信度，我们给家长谁希望 双语教育孩子，因为目前的建议让父母放心，他们的孩子很容易 但没有详细说明他们如何在不同的条件下做到这一点。

Project Summary Many infants growing up in bilingual homes are regularly exposed to code-switching from their caregivers and other members of their community. Even parents who aim to use the “one -parent-one- language” method of bilingual language exposure tend to switch languages occasionally, producing sentences such as “Do you see the gato?”. In order to develop representations of each of their languages, which we know they do, infants must figure out not only that there are two languages in their environment, but at what point in a given sentence one language ends and the other one begins. Making this even harder, speakers often “blur” the distinction between languages by producing sounds in one language that are colored by the other (known as phonetic convergence). We kn ow that this convergence may help adult bilingual speakers to anticipate an upcoming code -switch. However, it is not clear whether it is present in speech to infant or if listeners who do not know the languages are sensitive to this cue. Aim 1 will test the extent to which Spanish-English bilingual parents produce cross- linguistic phonetic convergence when speaking to their infants and to a fellow adult. I will ask them to record narrations of wordless picture books in English, Spanish, and while switching between the two languages (Exp. 1) and will measure how acoustic-phonetic properties of their speech are modulated by the speech register and the presence and proximity of code-switching. Aim 2 focuses on the ability of listeners at several levels of language experience to detect code-switches when listening to unfamiliar languages. English monolingual (Exp. 2a) and Spanish-English bilingual (Exp. 2b) adults, and monolingual 5-to 14-month-old infants (Exp. 3) will listen to passages that switch between Mandarin and French and will identify the language they are hearing. I will test whether the presence of anticipatory phonetic convergence in voice-onset time and tone influences the speed at which listeners detect a language switch between these two rhythmically dissimilar languages. By assessing how these anticipatory phonetic cues influence the detection of code-switching in unfamiliar languages, we will be able to determine whether their importance to code-switching comprehension for fluent bilinguals is due to language-specific knowledge or is a result of general speech perceptual mechanisms. This project will also help us to better understand how infants exposed to code-switching are able to acquire two languages simultaneously. Having more evidence of the process infants undergo in order to solve this acquisition problem may help to provide more credibility to the suggestions we give to parents who wish to raise their children bilingually, as current advice reassures parents that their children can easily acquire multiple languages but does not detail how they can do that under different conditions.