Effects of linguistic and musical experience on the processing and learning of non-native prosody

第二语言言语学习研究中一个长期讨论的问题是言语学习在多大程度上受到语言经验的影响，或者更普遍地反映了人类处理低层次物理特性的先天能力，或者涉及认知处理领域内的相互关联的系统。 本研究探讨了语言和音乐经验对L2语音学习的影响，并通过韵律（语言音高和持续时间）对比来解决语言和非语言（音乐）因素如何在语言学习中相互作用，以及学习诱导的可塑性如何在大脑中实例化。研究第二语言韵律学习中语言和音乐经验之间的关系提供了一个独特的案例来解开这些因素如何相互作用，因为韵律和音乐感知都具有音调和持续时间的主要声学相关性。因此，我们可以合理地推测，音乐的熟练程度可能有助于学习第二语言中困难的韵律对比。使用行为和大脑测试技术，我们研究如何训练非母语的听众感知和处理日本音高口音和元音持续时间。 具体来说，我们评估的影响（1）母语背景（无论是语言音高或持续时间的对比）;（2）音乐训练经验（与expersionists的持续时间的变化敏感，弦乐器的球员对音高变化敏感）;（3）音乐熟练度;（4）初始音乐训练的年龄。此外，我们还研究了是否熟悉的语言音高和持续时间可以转移到音乐的旋律和节奏变化的看法。因此，本研究系统地汇集了影响L2韵律学习的语言和音乐因素，提供了深入了解在处理非母语语音对比的认知机制的性质，以及这些机制是如何形成不同的经验。

One long-deliberated issue in second language (L2) speech learning research is the extent to which speech learning is influenced by linguistic experience, or more generally reflecting an innate human ability to process lower-level physical properties or involving an interconnected system within the realm of cognitive processing. This research explores the effects of linguistic and musical experience on the learning of L2 speech with prosodic (linguistic pitch and durational) contrasts to address how linguistic and non-linguistic (musical) factors work interactively in language learning, as well as how learning-induced plasticity is instantiated in the brain. Studying the relation between linguistic and musical experience in L2 prosodic learning provides a unique case to disentangle how these factors interact, as prosody and music perception share the primary acoustic correlates of pitch and duration. It is therefore logical to speculate that proficiency in music may facilitate learning of difficult prosodic contrasts in an L2. Using both behavioral and brain testing techniques, we examine how nonnative listeners are trained to perceive and process Japanese pitch accent and vowel duration. Specifically, we assess the effects of (1) native language backgrounds (with either linguistic pitch or durational contrasts); (2) musical training experience (with percussionists sensitive to durational variations, and string players sensitive to pitch variations); (3) musical proficiency; and (4) age of initial musical training. Additionally, we also examine if familiarity with linguistic pitch and duration can transfer to the perception of melodic and rhythmic variations in music. This study thus systematically brings together linguistic and musical factors influencing L2 prosodic learning, providing insight into the nature of the cognitive mechanisms employed in processing non-native speech contrasts and how these mechanisms are shaped by different experiences.