title: Learning English vowels with different first-language vowel systems: perception of formant targets, formant movement, and duration.
abstract: This study examined whether individuals with a wide range of first-language vowel systems (Spanish, French, German, and Norwegian) differ fundamentally in the cues that they use when they learn the English vowel system (e.g., formant movement and duration). All subjects: (1) identified natural English vowels in quiet; (2) identified English vowels in noise that had been signal processed to flatten formant movement or equate duration; (3) perceptually mapped best exemplars for first- and second-language synthetic vowels in a five-dimensional vowel space that included formant movement and duration; and (4) rated how natural English vowels assimilated into their L1 vowel categories. The results demonstrated that individuals with larger and more complex first-language vowel systems (German and Norwegian) were more accurate at recognizing English vowels than were individuals with smaller first-language systems (Spanish and French). However, there were no fundamental differences in what these individuals learned. That is, all groups used formant movement and duration to recognize English vowels, and learned new aspects of the English vowel system rather than simply assimilating vowels into existing first-language categories. The results suggest that there is a surprising degree of uniformity in the ways that individuals with different language backgrounds perceive second language vowels.
authors.affiliation: Department of Phonetics and Linguistics, University College London, 4 Stephenson Way, London NW1 2HE, United Kingdom.
authors.forename: Paul
authors.initials: P
authors.lastname: Iverson
authors.forename: Bronwen G
authors.initials: BG
authors.lastname: Evans
mesh_terms: D000328:Adult; D006801:Humans; D007802:Language; D007858:Learning; D008875:Middle Aged; D009622:Noise; D010700:Phonetics; D013061:Speech Acoustics; D013067:Speech Perception