对第二语言演讲的普遍感知适应:可变性,相似性和可理解性)
Ann R Bradlow1, Adrianna M Bassard2, Ken A Paller2
1Department of Linguistics, Northwestern University, Evanston, Illinois 60208, USA.
The Journal of the Acoustical Society of America
|September 12, 2023
概括
对于第二语言 (L2) 语音概括的感知学习取决于说话者相似性和训练可理解性,而不仅仅是暴露变化. 单个和多个说话者训练都可以促进L2语音感知中的交叉说话者适应.
科学领域:
- 心理语言学 心理语言学
- 听觉感知是一种听觉感知.
- 获得第二语言的学习.
背景情况:
- 对话的感知学习对于理解各种口音至关重要.
- 高变量的训练通常有助于概括,但低变量的暴露也可能是有效的.
- 一个基于相似性的帐户表明说话者的相似性,而不是可变性,驱动了概括.
研究的目的:
- 测试基于相似性的语音感知学习帐户的预测.
- 调查训练测试说话者相似性与接触变异性在跨说话者概括中的作用.
- 为了比较对第二语言 (L2) 英语演讲的感知适应,单人与多人演讲者训练后.
主要方法:
- 采用了四个来自不同第一语言 (L1) 背景的四个L2英语说话者的圆形连环设计.
- 参与者接受了60个L2英语句子的单人或多人说话者培训.
- 在培训课程后评估了交叉口音/交叉口音的概括性.
主要成果:
- 交叉演讲者/交叉口音的泛化发生在单个和多个演讲者培训中,但没有得到保证.
- 与不匹配的配对相比,对相同的训练-测试说话者配对来说,泛化并非始终更好.
- 声学分析显示,声学相似性和概括性之间存在分离;训练期间的可理解性与适应性和概括性相关.
结论:
- 在L2语音感知学习中,一般化受训练测试说话者相似性和训练阶段可理解性的影响.
- 接触说话者变异性可能不是跨说话者概括的唯一决定因素.
- 有效的L2语音感知学习可能需要说话者的可变性,训练测试相似性和高训练可理解性的组合.
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