LEADER 05691nam 2200769Ia 450 001 9910959925003321 005 20200520144314.0 010 $a9786612154997 010 $a9781282154995 010 $a1282154990 010 $a9789027292872 010 $a9027292876 024 7 $a10.1075/lllt.17 035 $a(CKB)1000000000521900 035 $a(EBL)622748 035 $a(OCoLC)705531284 035 $a(SSID)ssj0000281259 035 $a(PQKBManifestationID)11223563 035 $a(PQKBTitleCode)TC0000281259 035 $a(PQKBWorkID)10300263 035 $a(PQKB)10804097 035 $a(Au-PeEL)EBL622748 035 $a(CaPaEBR)ebr10161052 035 $a(CaONFJC)MIL215499 035 $a(MiAaPQ)EBC622748 035 $a(DE-B1597)721262 035 $a(DE-B1597)9789027292872 035 $a(EXLCZ)991000000000521900 100 $a20061003d2007 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aLanguage experience in second language speech learning /$fedited by Ocke-Schwen Bohn, Murray J. Munro 205 $a1st ed. 210 $aPhiladelphia $cJ. Benjamins Pub.$d2007 215 $a1 online resource (424 p.) 225 1 $aLanguage learning & language teaching,$x1569-9471 ;$vv. 17 300 $aDescription based upon print version of record. 311 08$a9789027219732 311 08$a9027219737 320 $aIncludes bibliographical references and indexes. 327 $aLanguage 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 327 $aTheoretical 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 327 $aStudy 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 327 $aNative 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 327 $aStimulus 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 327 $aTemporal remnants from Mandarin in nonnative English speech 1 330 $aThe notion of phonetic segment, phone and phoneme are closely related and all are intuitively appealing. At least one of them seems like the right description for speech. But all those who report these intuitions happen to be people who learned to write using a phonetic alphabet in early childhood. Speech is difficult to attend to because of its rapidity, its variability, and the invisibility of the most important body movements, so some cognitive scaffolding for attending to speech accurately is required. The technology of alphabetic writing was modified for this purpose about a hundred years 410 0$aLanguage learning and language teaching ;$vv. 17. 606 $aSecond language acquisition 606 $aPhonetics 606 $aSpeech perception 615 0$aSecond language acquisition. 615 0$aPhonetics. 615 0$aSpeech perception. 676 $a418 701 $aBohn$b Ocke-Schwen$f1953-$01800709 701 $aMunro$b Murray J$093031 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910959925003321 996 $aLanguage experience in second language speech learning$94345626 997 $aUNINA