Search Results (15)

Acquiring prosodic focus marking in a second language (L2) is difficult for learners whose native language utilizes strategies that differ from those of the target language. German typically uses pitch accents (L+H*/H*) to mark focus, while (Modern Standard) Arabic preferably employs a syntactic strategy (word order) or lexical means. In Syrian Arabic, a variety which is predominantly oral, pitch accents are used to mark focus, but the distribution and types are different from German. The present study investigates how Syrian Arabic learners of German prosodically mark focus in L2 German. A question–answer paradigm was used to elicit German subject-verb-object (SVO)-sentences with broad, narrow, or contrastive focus. Productions of advanced (C1, N = 17) and intermediate (B1/B2, N = 8) Syrian Arabic learners were compared to those of German controls (N = 12). Like the controls, both learner groups successfully placed pitch accents on focused constituents. However, learners, especially those with lower proficiency, used more pitch accents in non-focal regions than the controls, revealing challenges in de-accentuation. These may result from the larger number of phrase boundaries in learners’ productions, which in turn might be explained by transfer from the L1 or aspects of general fluency. Learners also differed from the controls with respect to accent type. They predominantly used H* for narrow or contrastive focus (instead of L+H*); proficiency effects played only a minor role here. Our study hence reveals an intricate interplay between cross-linguistic influence and proficiency in the L2 acquisition of prosodic focus marking, targeting a language pair so far underrepresented in the literature (German vs. Syrian Arabic). Full article

The Korean popular music (K-pop) industry, with its global popularity and increasing multilingual orientation, serves as a suitable context for exploring language perceptions. This research examines the metalinguistic commentary on K-pop idols’ English accents on YouTube. Specifically, we investigate how online users evaluate the idols’ English accents and how their metalinguistic comments communicate linguistic ideologies that favor a “native” way of speaking. Our dataset consists of 602 metalinguistic comments drawn from four popular YouTube videos featuring the evaluation of K-pop idols’ accents. We employ content analysis to first categorize comments into positive, negative, and neutral evaluations, then focus on aspects being evaluated in the users’ comments (e.g., social attractiveness and (non-)nativeness). The results indicate that a vast majority of comments (88.1%) convey positive evaluations, largely associating the idols’ accents with social appeal and native-like accents. Although a few neutral and negative evaluations exist, our result shows a dominant preference for inner circle accents and complex attitudes toward accented speech in digital spaces. We conclude by highlighting the influence of digital platforms in shaping language perceptions and the implications for linguistic stereotyping in the context of K-pop culture. Full article

Background/Objectives: Speaker race and the listener’s language experience (i.e., monolinguals vs. bilinguals) have both been shown to influence accent intelligibility independently. Speaker race specifically is thought to be informed by learned experiences (exemplar model) or individual biases and attitudes (bias-based model). The current study investigates speaker race and the listener’s language experience simultaneously as well as listeners’ attitudes toward non-native speakers and their ability to identify the accent. Methods: Overall, 140 White English monolinguals and 140 English/Norwegian bilinguals transcribed 60 Mandarin-accented English sentences presented in noise in the context of a White or East Asian face. Following sentence transcription, participants were asked to rate the strength of the accent heard and completed a short questionnaire that assessed their accent identification ability and their language usage, proficiency, familiarity, and attitudes. Results: Results show that a listeners’ ability to identify an accent and their attitudes toward non-native speakers had a significant impact on accent intelligibility and accentedness ratings. Speaker race by itself did not play a role in accent intelligibility and accentedness ratings; however, we found evidence that speaker race interacted with participants’ accent identification scores and attitudes toward non-native speakers, and these interactions differed as a function of language experience. Conclusions: Our results suggest that bilinguals’ sociolinguistic processing may be more in line with a bias-based model than monolinguals. Full article

The relative weighting of f0 and vowel reduction in English spoken word recognition at the sentence level were investigated in one two-alternative forced-choice word identification experiment. In the experiment, an H* pitch-accented or a deaccented word fragment (e.g., AR- in the word archive) was presented at the end of a carrier sentence for identification. The results of the experiment revealed differences in the cue weighting of English lexical stress perception between native and non-native listeners. For native English listeners, vowel quality was a more prominent cue than f0, while native Mandarin Chinese listeners employed both vowel quality and f0 in a comparable fashion. These results suggested that (a) vowel reduction is superior to f0 in signaling initial stress in the words and (b) f0 facilitates the recognition of word initial stress, which is modulated by first language. Full article

Second-language learners often encounter communication challenges due to a foreign accent (FA) in their speech, influenced by their native language (L1). This FA can affect rhythm, intonation, stress, and the segmental domain, which consists of individual language sounds. This study looks into the segmental FA aspect, exploring listeners’ perceptions when Spanish interacts with English. Utilizing the SIAEW corpus, which replaces segments of English words with anticipated Spanish-accented realizations, we assess the ability of non-native listeners to discriminate degrees of accent across male and female voices. This research aims to determine the impact of voice consistency on detecting accentedness variations, studying participants from Japanese and Spanish. Results show that, while listeners are generally able to discriminate degrees of foreign accent across speakers, some segmental transformations convey a more clear distinction depending on the phonological representations of the native and accented realisations on the listener’s system. Another finding is that listeners tend to better discriminate degrees of accent when words are more native-like sounding. Full article

While existing cross-language studies on the perception of non-native tones primarily focus on naïve listeners, this study addresses an obvious gap by investigating learners from diverse language backgrounds. Specifically, it investigates Mandarin tone perception in two groups of learners from Nordic languages, Swedish (a pitch-accent language), and Danish (a non-tonal language), as well as in a group of native Chinese speakers. Analysis of their performance in tone identification task revealed a slight advantage for Swedish learners, implying the influence of their pitch accent background in learning Mandarin tones. However, both Swedish and Danish learners who excelled in the tone identification task exhibited similar perception of within-category tonal variations but differed from native Chinese speakers. Additionally, the study found that the presence of length contrast, a prosodic feature in the learners’ native languages, significantly influences their perception of Mandarin tones. Full article

We assessed the impact of non-native language input on Spanish–English bilingual preschool-age children’s language skills. Most participants (96%) had language skills within the average range. We examined whether the number of native English speakers, the number of non-native English speakers, the strength of foreign accent in English, intelligibility (percent intelligible utterances), syntax/morphology (mean length of utterance in morphemes), and grammatical errors were related to children’s overall language skills. The results revealed that the number of native English speakers and intelligibility in English positively predicted children’s language skills while the number of non-native English speakers and the strength of foreign accent in English negatively predicted children’s language skills. None of the grammatical measures predicted children’s language skills. These findings indicate that non-native input can be associated with less robust language skills, but non-native input is not in fact detrimental to language development for neurotypical preschool-age children given their within-average language scores. Full article

Current speech recognition systems with fixed vocabularies have difficulties recognizing Out-of-Vocabulary words (OOVs) such as proper nouns and new words. This leads to misunderstandings or even failures in dialog systems. Ensuring effective speech recognition is crucial for the proper functioning of robot assistants. Non-native accents, new vocabulary, and aging voices can cause malfunctions in a speech recognition system. If this task is not executed correctly, the assistant robot will inevitably produce false or random responses. In this paper, we used a statistical approach based on distance algorithms to improve OOV correction. We developed a post-processing algorithm to be combined with a speech recognition model. In this sense, we compared two distance algorithms: Damerau–Levenshtein and Levenshtein distance. We validated the performance of the two distance algorithms in conjunction with five off-the-shelf speech recognition models. Damerau–Levenshtein, as compared to the Levenshtein distance algorithm, succeeded in minimizing the Word Error Rate (WER) when using the MoroccanFrench test set with five speech recognition systems, namely VOSK API, Google API, Wav2vec2.0, SpeechBrain, and Quartznet pre-trained models. Our post-processing method works regardless of the architecture of the speech recognizer, and its results on our MoroccanFrench test set outperformed the five chosen off-the-shelf speech recognizer systems. Full article

Speech pauses between turns of conversations are crucial for assessing conversation partners’ cognitive states, such as their knowledge, confidence and willingness to grant requests; in general, speakers making longer pauses are regarded as less apt and willing. However, it is unclear if the interpretation of pause length is mediated by the accent of interactants, in particular native versus non-native accents. We hypothesized that native listeners are more tolerant towards long pauses made by non-native speakers than those made by native speakers. This is because, in non-native speakers, long pauses might be the result of prolonged cognitive processing when planning an answer in a non-native language rather than of a lack of knowledge, confidence or willingness. Our experiment, in which 100 native Polish-speaking raters rated native and non-native speakers of Polish on their knowledge, confidence and willingness, showed that this hypothesis was confirmed for perceived willingness only; non-native speakers were regarded as equally willing to grant requests, irrespective of their inter-turn pause durations, whereas native speakers making long pauses were regarded as less willing than those making short pauses. For knowledge and confidence, we did not find a mediating effect of accent; both native and non-native speakers were rated as less knowledgeable and confident when making long pauses. One possible reason for the difference between our findings on perceived willingness to grant requests versus perceived knowledge and confidence is that requests might be more socially engaging and more directly relevant for interpersonal cooperative interactions than knowledge that reflects on partners’ competence but not cooperativeness. Overall, our study shows that (non-)native accents can influence which cognitive states are signaled by different pause durations, which may have important implications for intercultural communication settings where topics are negotiated between native and non-native speakers. Full article

The increasing use of language technology applications requires a more critical evaluation of the current state of language technology and its application than simply viewing it as an ideal and effective language learning aid. While an increased number of scholars have examined the issue of potential biases and hidden ideologies in language technology such as racism and gender discrimination, little attention has been paid to how the newly emerging language technology can contribute to reproduce the native speaker fallacy. This paper, focusing on the case of voice chatbots in Korea, critically examines how learning technology, in particular language technology applications, can potentially reproduce and reinforce the essentialist discourse of native speakerism, which posits native speaker accents as an ideal form of English and marginalizes nonnative English teachers and students. Full article

Background: Experiences of discrimination are prevalent among minority populations, although often empirical evidence does not provide depth into the source and types of discrimination, such as racial/ethnic, gender-based, age, etc. The goal of this study was to assess the unique patterns, types, and sources of discrimination experiences that college students face and explore the role these experiences play in their mental health. Methods: An explanatory sequential mixed-methods study was utilized. Quantitative assessment of college students from a Hispanic and minority-serving institution was conducted to evaluate experiences of discrimination and its association to physical health and mental health (including psychological distress), as well as food insecurity, a marker for poverty. Next, qualitative data were thematically analyzed to further provide an in depth understanding on the sources of such experiences, types of discriminations, as well as the impact on mental health. Results: Results of the quantitative assessment highlight that discrimination was prevalent among the population with a higher everyday discrimination score significantly associated with serious psychological distress, low mental health status, low physical health status, and being food insecure. Further, most of the participants reported that they felt discriminated due to their appearance, with race/ethnicity and skin color as next most commonly cited reasons. Qualitative assessment further demonstrates distinct types of discrimination experiences from a variety of sources. Within a family, colorism and having an American accent while speaking a native language was a predominant source, while among peers, having a non-American accent was a primary source of discrimination experiences. Such experiences based on elitism, gender, and age (being younger) from the workplace were prevalent among the target population. Finally, feelings of isolation, not belonging, as well as negative impact on self-efficacy and self-worth were noted. Conclusion: Experiences of discrimination are prevalent among college students, including from within family and peers. To improve mental health outcomes of such a population, campus-based measures are needed to promote resiliency and social support, as well as community-based initiatives to promote workplace training to create inclusive environments for younger generations entering the workforce. Full article

In this paper, we present the XMUSPEECH systems for Track 2 of the Interspeech 2020 Accented English Speech Recognition Challenge (AESRC2020). Track 2 is an Automatic Speech Recognition (ASR) task where the non-native English speakers have various accents, which reduces the accuracy of the ASR system. To solve this problem, we experimented with acoustic models and input features. Furthermore, we trained a TDNN-LSTM language model for lattice rescoring to obtain better results. Compared with our baseline system, we achieved relative word error rate (WER) improvements of 40.7% and 35.7% on the development set and evaluation set, respectively. Full article

This review aims to examine the discrimination and prejudices toward the accent of non-native English speakers and cyberbullying as the ripple effect of these negative consequences. Following Arksey and O’Malley’s framework of conducting a scoping review, 60 studies from 2012 to 2021 were retrieved from the ERIC and Google Scholar databases. The studies were reviewed from two aspects: (1) psychological impact on speakers with a non-native English accent, (2) attitudes toward non-native English accents from the victim’s and perpetrator’s perspectives. The findings suggested that speaking with a non-native English accent drew negative cognitive, affective, and behavioral experiences. Biases toward non-native English accents were due to the general derogatory perception of an accent and the comprehensibility of speakers’ accent and pronunciation. “Accent acceptability” can be inculcated at all levels of education, not only through multicultural education but also through the concerted effort of policy makers and practitioners to seriously address this social issue. Accent awareness can dispel unwarranted and undesirable judgements of non-native English accent speakers. Future studies should be conducted on the effects of social and mental health experiences, particularly of non-native ESL and EFL teachers, given that this may be the only profession required to teach “live” during the pandemic and thus be subjected to public praise or ridicule. Full article

Research on third language (L3) phonological acquisition has shown that Cross-Linguistic Influence (CLI) plays a role not only in forming the newly acquired language but also in reshaping the previously established ones. Only a few studies to date have examined cross-linguistic effects in the speech perception of multilingual learners. The aim of this study is to explore the development of speech perception in young multilinguals’ non-native languages (L2 and L3) and to trace the patterns of CLI between their phonological subsystems over time. The participants were 13 L1 Polish speakers (aged 12–13), learning English as L2 and German as L3. They performed a forced-choice goodness task in L2 and L3 to test their perception of rhotics and final obstruent (de)voicing. Response accuracy and reaction times were recorded for analyses at two testing times. The results indicate that CLI in perceptual development is feature-dependent with relative stability evidenced for L2 rhotics, reverse trends for L3 rhotics, and no significant development for L2/L3 (de)voicing. We also found that the source of CLI differed across the speakers’ languages: the perception accuracy of rhotics differed significantly with respect to stimulus properties, that is, whether they were L1-, L2-, or L3-accented. Full article

The present study examines the perceived L1 accent of two groups of native Spaniards in the United Kingdom, Spanish teachers, and non-teachers, alongside monolingual controls in Spain. While the bilingual groups were carefully matched on a range of background variables, the teachers used Spanish significantly more at work where they constantly need to co-activate it alongside English. This allowed us to test the relative effect of reduced L1 use and dual language activation in first language attrition directly. To obtain global accentedness ratings, monolingual native Spanish listeners living in Spain participated in an online perception experiment in which they rated short speech samples extracted from a picture-based narrative produced by each speaker in terms of their perceived nativeness, and indicated which features they associated with non-nativeness. The results revealed significantly greater foreign-accent ratings for teachers than non-teachers and monolinguals, but no difference between the latter two. Non-native speech was associated with a range of segmental and suprasegmental features. These results suggest that language teachers who teach their L1 in an L2-speaking environment may be particularly prone to L1 attrition since they need to co-activate both their languages in professional settings and are regularly exposed to non-native speech from L2 learners. Full article