CONCEPTUALLY CUED PERCEPTUAL CATEGORIZATION IN ADULT L2 LEARNERS
Previous studies attest that early bilinguals can modify their perceptual identification according to the fine-grained phonetic detail of the language they believe they are hearing. Following Gonzales et al. (2019), we replicate the double phonemic boundary effect in late learners (LBs) using concep...
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| Veröffentlicht in: | Studies in second language acquisition 2021-03, Vol.43 (1), p.204-219 |
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| creator | Lozano-Argüelles, Cristina Fernández Arroyo, Laura Rodríguez, Nicole Durand López, Ezequiel M. Garrido Pozú, Juan J. Markovits, Jennifer Varela, Jessica P. de Rocafiguera, Núria Casillas, Joseph V. |
| description | Previous studies attest that early bilinguals can modify their perceptual identification according to the fine-grained phonetic detail of the language they believe they are hearing. Following Gonzales et al. (2019), we replicate the double phonemic boundary effect in late learners (LBs) using conceptual-based cueing. We administered a forced choice identification task to 169 native English adult learners of Spanish in two sessions. In both sessions, participants identified the same /b/-/p/ voicing continuum, but language context was cued conceptually using the instructions. The data were analyzed using Bayesian multilevel regression. Learners categorized the continuum in a similar manner when they believed they were hearing English. However, when they believed they were hearing Spanish, “voiceless” responses increased as a function of L2 proficiency. This research demonstrates the double phonemic boundary effect can be conceptually cued in LBs and supports accounts positing selective activation of independent perception grammars in L2 learning. |
| doi_str_mv | 10.1017/S0272263120000273 |
| format | Article |
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Following Gonzales et al. (2019), we replicate the double phonemic boundary effect in late learners (LBs) using conceptual-based cueing. We administered a forced choice identification task to 169 native English adult learners of Spanish in two sessions. In both sessions, participants identified the same /b/-/p/ voicing continuum, but language context was cued conceptually using the instructions. The data were analyzed using Bayesian multilevel regression. Learners categorized the continuum in a similar manner when they believed they were hearing English. However, when they believed they were hearing Spanish, “voiceless” responses increased as a function of L2 proficiency. This research demonstrates the double phonemic boundary effect can be conceptually cued in LBs and supports accounts positing selective activation of independent perception grammars in L2 learning.</description><identifier>ISSN: 0272-2631</identifier><identifier>EISSN: 1470-1545</identifier><identifier>DOI: 10.1017/S0272263120000273</identifier><language>eng</language><publisher>New York, USA: Cambridge University Press</publisher><subject>Acoustics ; Adult Basic Education ; Adult learning ; Adult students ; Adults ; Bilingualism ; Cues ; English as a second language learning ; Grammar ; Hearing ; Identification ; Language Proficiency ; Learning Processes ; Linguistics ; Phonemes ; Phonemics ; Phonetics ; Phonology ; Replication Study ; Second Language Learning ; Spanish ; Spanish language ; Speech perception ; Voicing</subject><ispartof>Studies in second language acquisition, 2021-03, Vol.43 (1), p.204-219</ispartof><rights>The Author(s), 2020. 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Following Gonzales et al. (2019), we replicate the double phonemic boundary effect in late learners (LBs) using conceptual-based cueing. We administered a forced choice identification task to 169 native English adult learners of Spanish in two sessions. In both sessions, participants identified the same /b/-/p/ voicing continuum, but language context was cued conceptually using the instructions. The data were analyzed using Bayesian multilevel regression. Learners categorized the continuum in a similar manner when they believed they were hearing English. However, when they believed they were hearing Spanish, “voiceless” responses increased as a function of L2 proficiency. This research demonstrates the double phonemic boundary effect can be conceptually cued in LBs and supports accounts positing selective activation of independent perception grammars in L2 learning.</description><subject>Acoustics</subject><subject>Adult Basic Education</subject><subject>Adult learning</subject><subject>Adult students</subject><subject>Adults</subject><subject>Bilingualism</subject><subject>Cues</subject><subject>English as a second language learning</subject><subject>Grammar</subject><subject>Hearing</subject><subject>Identification</subject><subject>Language Proficiency</subject><subject>Learning Processes</subject><subject>Linguistics</subject><subject>Phonemes</subject><subject>Phonemics</subject><subject>Phonetics</subject><subject>Phonology</subject><subject>Replication Study</subject><subject>Second Language Learning</subject><subject>Spanish</subject><subject>Spanish language</subject><subject>Speech 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Following Gonzales et al. (2019), we replicate the double phonemic boundary effect in late learners (LBs) using conceptual-based cueing. We administered a forced choice identification task to 169 native English adult learners of Spanish in two sessions. In both sessions, participants identified the same /b/-/p/ voicing continuum, but language context was cued conceptually using the instructions. The data were analyzed using Bayesian multilevel regression. Learners categorized the continuum in a similar manner when they believed they were hearing English. However, when they believed they were hearing Spanish, “voiceless” responses increased as a function of L2 proficiency. 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| ispartof | Studies in second language acquisition, 2021-03, Vol.43 (1), p.204-219 |
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| subjects | Acoustics Adult Basic Education Adult learning Adult students Adults Bilingualism Cues English as a second language learning Grammar Hearing Identification Language Proficiency Learning Processes Linguistics Phonemes Phonemics Phonetics Phonology Replication Study Second Language Learning Spanish Spanish language Speech perception Voicing |
| title | CONCEPTUALLY CUED PERCEPTUAL CATEGORIZATION IN ADULT L2 LEARNERS |
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