THE DEVELOPMENT OF PHONETIC CATEGORIES

拟议的研究评估模型的语音学习， 检查言语产生，言语感知， 和语言处理的过程， 在外语中找到的音素（L2）。 一个重要 待检验的假设是，等效分类防止了 12岁以后学习L2的人;0岁（L2晚期 学习者），但不包括那些在7岁之前学习第二语言的人; 年（早期L2学习者），从生产类似的L2手机 真实的 据推测，早期而非晚期L2 学习者为相似的第二语言音素建立语音类别。 作为 因此，具有足够L2经验的早期L2学习者将 通过实现这些功能， 与他们的同行在不同的语音类别， 母语（L1）。 另一方面，L2学习较晚的学生则会这样做 通过形成语音实现规则， 类似L2手机。 等效性分类不应阻止 无论是早期还是晚期的L2学习者， L1中没有对应产品的新L2电话类别。 是 假设早期和晚期的L2学习者发展不同的 语音系统，因为对等分类差异 影响了他们对感官信息的使用， 相似的L2音素作为学习年龄的函数。 这些 在13个实验的综合系列中测试假设 它将检查自发的语言产生，快速转换， 在L1和L2之间的言语产生中，模仿， 分类，相似性缩放和AX歧视。 的 研究在一项培训研究中达到高潮， 为相似第二语言音素建立语音类别 通过听觉或运动技能训练。

The proposed research evaluates a model of speech learning by examining the changes in speech production, speech perception, and speech processing that occur when individuals are exposed to the phones found in a foreign language (L2). One important hypothesis to be tested is that equivalence classification prevents individuals who learn an L2 after the age of 12;0 years (late L2 learners), but not those who learn an L2 before the age of 7;0 years (early L2 learners), from producing similar L2 phones authentically. It is hypothesized that early but not late L2 learners establish a phonetic category for similar L2 phones. As a result, early L2 learners with sufficient L2 experience will produce similar L2 phones authentically by implementing them with a different phonetic category than their counterparts in the native language (L1). Late L2 learners, on the other hand, do so by forming a phonetic realization rule with which to produce similar L2 phones. Equivalence classification should not prevent either early or late L2 learners from establishing a phonetic category for new L2 phones which have no counterpart in L1. It is hypothesized that early and late L2 learners develop different phonetic systems because equivalence classification differentially affects their use of the sensory information associated with similar L2 phones as a function of age of learning. These hypotheses are tested in an integrated series of 13 experiments which will examine spontaneous speech production, rapid switches in speech production between L1 and L2, imitation, speeded classification, similarity scaling, and AX discrimination. The research culminates in a training study that aims to precipitate the establishment of a phonetic category for a similar L2 phone through auditory or motor skill training.