在双语语音学习中,语言一般与语言特定的过程
Line Lloy1, Khushi Nilesh Patil1, Khia A Johnson1
1Department of Linguistics, University of British Columbia, Canada.
Cognition
|July 6, 2024
概括
语言熟悉效应 (LFE) 有助于语音学习. 多语种经验,特别是语音语言,增强了语音学习跨语言的概括性,揭示了不同的学习机制.
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.
- 语音科学 语言科学
背景情况:
- 语言体验影响语音学习,这种现象被称为语言熟悉效应 (LFE).
- 引起LFE所需的特定语言体验仍然不完全理解.
- 研究不同语言背景的语音学习可以阐明导致LFE的因素.
研究的目的:
- 在语音学习中实证地调查语言熟悉效应 (LFE) 所需的经验.
- 检查语言特定的熟悉性,语音语言体验和一般的多语言性如何影响语音学习和概括.
- 区分通用语言和语言特定机制在说话者声音协会.
主要方法:
- 利用了与广东语-英语双语声音的说话者语音协会范式.
- 在广东语或英语中训练听众,并在两种语言中测试概括.
- 在四个听众群体中比较语音学习表现:英语单语,广东英语多语,音色多语和非音色多语.
主要成果:
- 听众的表现在四个语言背景组之间有很大的差异,支持LFE的存在.
- 有证据表明有两种主要的语音学习机制:一种是提取语言一般信息以进行强大的跨语言概括,另一种是提取语言特定信息以进行高效的语言内学习.
- 语音语言的体验和一般的多语言似乎在调节语音学习和概括能力方面发挥着不同的作用.
结论:
- 这项研究为语音学习中的语言熟悉效应 (LFE) 提供了经验支持.
- 语音学习包括提取语言的一般声学和语音特征以及语言特定的线索.
- 多语种经验,特别是音调语言,增强了在不同语言背景下将语音学习泛化的能力.
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