|Revista (Paris)

• Record Nr.: UNINA9910896931703321
• Pubbl/distr/stampa: [s.n.]
• ISSN: 2804-9144
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Periodico

Language experience in second language speech learning / / edited by Ocke-Schwen Bohn, Murray J. Munro

• Record Nr.: UNINA9910959925003321
• Pubbl/distr/stampa: Philadelphia, : J. Benjamins Pub., 2007
• ISBN: 9786612154997; 9781282154995; 1282154990; 9789027292872; 9027292876
• Edizione: [1st ed.]
• Descrizione fisica: 1 online resource (424 p.)
• Collana: Language learning & language teaching, , 1569-9471 ; ; v. 17
• Altri autori (Persone): BohnOcke-Schwen <1953->; MunroMurray J
• Disciplina: 418
• Soggetti: Second language acquisition; Phonetics; Speech perception
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references and indexes.
• Nota di contenuto: Language Experience in Second Language Speech Learning; Editorial page; Title page; LCC data; Table of contents; Dedication; Alphabetical List of Contributors; Acknowledgments; Biographical Note: James Emil Flege; The nature of L2 speech learning; The study of second language ; speech; A brief overview; Introduction; Major empirical threads; A changing focus; Nonnative and second-language speech perception; Commonalities and complementarities 1; Introduction; The role of the environment in the development of speech perception; Perception of speech as a function of linguistic experience; Theoretical models: extending nonnative perception to meet L2 perception Concluding comments: considerations for experiential research on perception; Notes; Cross-language phonetic similarity of vowels; Theoretical and methodological issues; Introduction; Empirical descriptions of cross-language phonetic similarity of vowels; Summary and conclusions; Acknowledgments; Notes; Investigating the role of attention in phonetic learning; Introduction; Study 1: cue weighting in tone perception; Participants; Materials; Procedure; Study 2: the manipulation of attention in the learning of phonetic categories Participants; Discrimination pretest; Semantics pretest; Training; Post tests; Discrimination test; Semantics tests; Discrimination tests; Semantics Tests; Conclusions; Acknowledgments; Notes; You are what you eat phonetically; The effect of linguistic experience on the perception of foreign vowels; Introduction; Experiment 1: assimilation; Methods; Participants; Stimuli; Procedure; Experiment 2: discrimination; Methods; Participants; Stimuli; Procedure; Discussion; Note; The concept of foreign accent; Native like pronunciation among late learners of French as a second language 1 Introduction; Methods; Participants; Results: acoustic analyses; Vowel duration; Results: global pronunciation; Results: post hoc analyses; Discussion; Conclusion; Notes; Second language acquisition of a regional dialect of American English by native Japanese speakers; Introduction; Acoustic study of vowel production; Methods; Stimulus materials and recording methods; Speakers; Acoustic analysis; Vowels produced by native English speakers; Vowels produced by native Japanese speakers; Perception study; Stimulus materials and experimental procedure Listeners; Summary and conclusions; Note; Acoustic variability and perceptual learning; The case of non-native accented speech; Introduction; Acoustic variability and perceptual learning; Perception of native and foreign-accented English by native and non-native listeners; Conclusion; Consonants and vowels; Strategies for realization of L2-categories; English /s/ - /z/; Introduction; Method; Subjects; Results; Native Swedes' success in the production of the /s/ /z/ contrast in English; Discussion; Temporal remnants from Mandarin in nonnative English speech 1
• Sommario/riassunto: The notion of phonetic segment, phone and phoneme are closely related and all are intuitively appealing. At least one of them seems like the right description for speech. But all those who report these intuitions happen to be people who learned to write using a phonetic alphabet in early childhood. Speech is difficult to attend to because of its rapidity, its variability, and the invisibility of the most important body movements, so some cognitive scaffolding for attending to speech accurately is required. The technology of alphabetic writing was modified for this purpose about a hundred years