Training Japanese listeners to identify English /r/ and /l/: a first report

Native speakers of Japanese learning English generally have difficulty differentiating the phonemes /r/ and /l/, even after years of experience with English. Previous research that attempted to train Japanese listeners to distinguish this contrast using synthetic stimuli reported little success, especially when transfer to natural tokens containing /r/ and /l/ was tested. In the present study, a different training procedure that emphasized variability among stimulus tokens was used. Japanese subjects were trained in a minimal pair identification paradigm using multiple natural exemplars contrasting /r/ and /l/ from a variety of phonetic environments as stimuli. A pretest-posttest design containing natural tokens was used to assess the effects of training. Results from six subjects showed that the new procedure was more robust than earlier training techniques. Small but reliable differences in performance were obtained between pretest and posttest scores. The results demonstrate the importance of stimulus variability and task-related factors in training nonnative speakers to perceive novel phonetic contrasts that are not distinctive in their native language.     

Perceptual equivalence of acoustic cues that differentiate /r/ and /l/

The perceptual effects of orthogonal variations in two acoustic parameters which differentiate American English prevocalic /r/ and /l/ were examined. A spectral cue (frequency onset and transition of F2 and F3) and a temporal cue (relative duration of initial steady state and transition of F1) were varied in synthetic versions of "rock" and "lock." Four temporal variations in each of ten stimuli of a spectral-cue continuum were generated. Phonetic identification and oddity discrimination tasks with the four series showed systematic displacement of perceptual boundaries and discrimination peaks, thus reflecting a trading relation between the two cues. The perceptual equivalence of spectral and temporal cues was investigated by comparing the accuracy of discrimination of three types of stimulus comparisons: phonetically facilitating two-cue pairs, one-cue pairs, and phonetically conflicting two-cue pairs. As predicted, discrimination accuracy was ordered: Facilitating cues greater than one-cue greater than conflicting cues, indicating that perceivers discriminated on the basis of an integrated phonetic percept.     

Acoustic and perceptual similarity of Japanese and American English vowels

Acoustic and perceptual similarities between Japanese and American English (AE) vowels were investigated in two studies. In study 1, a series of discriminant analyses were performed to determine acoustic similarities between Japanese and AE vowels, each spoken by four native male speakers using F1, F2, and vocalic duration as input parameters. In study 2, the Japanese vowels were presented to native AE listeners in a perceptual assimilation task, in which the listeners categorized each Japanese vowel token as most similar to an AE category and rated its goodness as an exemplar of the chosen AE category. Results showed that the majority of AE listeners assimilated all Japanese vowels into long AE categories, apparently ignoring temporal differences between 1- and 2-mora Japanese vowels. In addition, not all perceptual assimilation patterns reflected context-specific spectral similarity patterns established by discriminant analysis. It was hypothesized that this incongruity between acoustic and perceptual similarity may be due to differences in distributional characteristics of native and non-native vowel categories that affect the listeners' perceptual judgments.     

Differential use of temporal cues to the /s/-/z/ contrast by native and non-native speakers of English

This study examined the effect of linguistic experience on perception of the English /s/-/z/ contrast in word-final position. The durations of the periodic ("vowel") and aperiodic ("fricative") portions of stimuli, ranging from peas to peace, were varied in a 5 X 5 factorial design. Forced-choice identification judgments were elicited from two groups of native speakers of American English differing in dialect, and from two groups each of native speakers of French, Swedish, and Finnish differing in English-language experience. The results suggested that the non-native subjects used cues established for the perception of phonetic contrasts in their native language to identify fricatives as /s/ or /z/. Lengthening vowel duration increased /z/ judgments in all eight subject groups, although the effect was smaller for native speakers of French than for native speakers of the other languages. Shortening fricative duration, on the other hand, significantly decreased /z/ judgments only by the English and French subjects. It did not influence voicing judgments by the Swedish and Finnish subjects, even those who had lived for a year or more in an English-speaking environment. These findings raise the question of whether adults who learn a foreign language can acquire the ability to integrate multiple acoustic cues to a phonetic contrast which does not exist in their native language.     

Chinese subjects' perception of the word-final English /t/-/d/ contrast: performance before and after training

Chinese words may begin with /t/ and /d/, but a /t/-/d/ contrast does not exist in word-final position. The question addressed by experiment 1 was whether Chinese speakers of English could identify the final stop in words like beat and bead. The Chinese subjects examined approached the near-perfect identification rates of native English adults and children for words that were unedited, but performed poorly for words from which final release bursts had been removed. Removing closure voicing had a small effect on the Chinese but not the English listeners' sensitivity. A regression analysis indicated that the Chinese subjects' native language (Mandarin, Taiwanese, Shanghainese) and their scores on an English comprehension test accounted for a significant amount of variance in sensitivity to the (burstless) /t/-/d/ contrast. In experiment 2, a small amount of feedback training administered to Chinese subjects led to a small, nonsignificant increase in sensitivity to the English /t/-/d/ contrast. In experiment 3, more training trials were presented for a smaller number of words. A slightly larger and significant effect of training was obtained. The Chinese subjects who were native speakers of a language that permits obstruents in word-final position seemed to benefit more from the training than those whose native language (L1) has no word-final obstruents. This was interpreted to mean that syllable-processing strategies established during L1 acquisition may influence later L2 learning.     

Phonetic training with acoustic cue manipulations: a comparison of methods for teaching English /r/-/l/ to Japanese adults

Recent work [Iverson et al. (2003) Cognition, 87, B47-57] has suggested that Japanese adults have difficulty learning English /r/ and /l/ because they are overly sensitive to acoustic cues that are not reliable for /r/-/l/ categorization (e.g., F2 frequency). This study investigated whether cue weightings are altered by auditory training, and compared the effectiveness of different training techniques. Separate groups of subjects received High Variability Phonetic Training (natural words from multiple talkers), and 3 techniques in which the natural recordings were altered via signal processing (All Enhancement, with F3 contrast maximized and closure duration lengthened; Perceptual Fading, with F3 enhancement reduced during training; and Secondary Cue Variability, with variation in F2 and durations increased during training). The results demonstrated that all of the training techniques improved /r/-/l/ identification by Japanese listeners, but there were no differences between the techniques. Training also altered the use of secondary acoustic cues; listeners became biased to identify stimuli as English /l/ when the cues made them similar to the Japanese /r/ category, and reduced their use of secondary acoustic cues for stimuli that were dissimilar to Japanese /r/. The results suggest that both category assimilation and perceptual interference affect English /r/ and /l/ acquisition.     

Effects of consonantal context on perceptual assimilation of American English vowels by Japanese listeners

This study investigated the extent to which adult Japanese listeners' perceived phonetic similarity of American English (AE) and Japanese (J) vowels varied with consonantal context. Four AE speakers produced multiple instances of the 11 AE vowels in six syllabic contexts /b-b, b-p, d-d, d-t, g-g, g-k/ embedded in a short carrier sentence. Twenty-four native speakers of Japanese were asked to categorize each vowel utterance as most similar to one of 18 Japanese categories [five one-mora vowels, five two-mora vowels, plus/ei, ou/ and one-mora and two-mora vowels in palatalized consonant CV syllables, C(j)a(a), C(j)u(u), C(j)o(o)]. They then rated the "category goodness" of the AE vowel to the selected Japanese category on a seven-point scale. None of the 11 AE vowels was assimilated unanimously to a single J response category in all context/speaker conditions; consistency in selecting a single response category ranged from 77% for /eI/ to only 32% for /ae/. Median ratings of category goodness for modal response categories were somewhat restricted overall, ranging from 5 to 3. Results indicated that temporal assimilation patterns (judged similarity to one-mora versus two-mora Japanese categories) differed as a function of the voicing of the final consonant, especially for the AE vowels, /see text/. Patterns of spectral assimilation (judged similarity to the five J vowel qualities) of /see text/ also varied systematically with consonantal context and speakers. On the basis of these results, it was predicted that relative difficulty in the identification and discrimination of AE vowels by Japanese speakers would vary significantly as a function of the contexts in which they were produced and presented.     

A cross-language study of compensation in response to real-time formant perturbation

Past studies have shown that when formants are perturbed in real time, speakers spontaneously compensate for the perturbation by changing their formant frequencies in the opposite direction to the perturbation. Further, the pattern of these results suggests that the processing of auditory feedback error operates at a purely acoustic level. This hypothesis was tested by comparing the response of three language groups to real-time formant perturbations, (1) native English speakers producing an English vowel /ε/, (2) native Japanese speakers producing a Japanese vowel (/e([inverted perpendicular])/), and (3) native Japanese speakers learning English, producing /ε/. All three groups showed similar production patterns when F1 was decreased; however, when F1 was increased, the Japanese groups did not compensate as much as the native English speakers. Due to this asymmetry, the hypothesis that the compensatory production for formant perturbation operates at a purely acoustic level was rejected. Rather, some level of phonological processing influences the feedback processing behavior.     

The effects of vowels on voice perturbation measures

This study examines voice perturbation parameters of the sustained [a] in English and of the eight vowels in Turkish to discover whether any difference exists between these languages, and whether a correlation exists between voice perturbation parameters and articulatory and acoustic properties of the Turkish vowels. Eight Turkish vowels uttered by 26 healthy nonsmoker volunteer males who are native Turkish speakers were compared with a voice database that includes samples of normal and disordered voices belonging to American English speakers. Fundamental frequencies, the first and second formants, and perturbation parameters, such as jitter percent, pitch perturbation quotient, shimmer percent, and amplitude perturbation quotient of the sustained vowels, were measured. Also, the first and second formants of the sustained [a] in English were measured, and other parameters have been obtained from the database. When the voice perturbation parameters in Turkish and English were compared, statistically significant differences were not found. However, when Turkish vowels compared with each other, statistically significant differences were found among perturbation values. Categorical comparisons of the Turkish vowels like high-low, rounded-unrounded, and front-back revealed significant differences in perturbation values. In correlation analysis, a weak linear inverse relation between jitter percent and the first formant (r=-0.260, p<0.05) was found.     

Production of the word-final English /t/-/d/ contrast by native speakers of English, Mandarin, and Spanish.

The primary aim of this study was to determine if adults whose native language permits neither voiced nor voiceless stops to occur in word-final position can master the English word-final /t/-/d/ contrast. Native English-speaking listeners identified the voicing feature in word-final stops produced by talkers in five groups: native speakers of English, experienced and inexperienced native Spanish speakers of English, and experienced and inexperienced native Mandarin speakers of English. Contrary to hypothesis, the experienced second language (L2) learners' stops were not identified significantly better than stops produced by the inexperienced L2 learners; and their stops were correctly identified significantly less often than stops produced by the native English speakers. Acoustic analyses revealed that the native English speakers made vowels significantly longer before /d/ than /t/, produced /t/-final words with a higher F1 offset frequency than /d/-final words, produced more closure voicing in /d/ than /t/, and sustained closure longer for /t/ than /d/. The L2 learners produced the same kinds of acoustic differences between /t/ and /d/, but theirs were usually of significantly smaller magnitude. Taken together, the results suggest that only a few of the 40 L2 learners examined in the present study had mastered the English word-final /t/-/d/ contrast. Several possible explanations for this negative finding are presented. Multiple regression analyses revealed that the native English listeners made perceptual use of the small, albeit significant, vowel duration differences produced in minimal pairs by the nonnative speakers. A significantly stronger correlation existed between vowel duration differences and the listeners' identifications of final stops in minimal pairs when the perceptual judgments were obtained in an "edited" condition (where post-vocalic cues were removed) than in a "full cue" condition. This suggested that listeners may modify their identification of stops based on the availability of acoustic cues.     

Reiterant speech as a test of non-native speakers' mastery of the timing of French.

The reiterant speech of ten native speakers of French was analyzed to develop baseline measures for syllable and consonant/vowel timing for a series of two-, three-, four-, and five-syllable French words spoken in isolation. Ten native speakers of English, who learned French as a second language, produced reiterant versions of both the French words and a comparable set of English words. The native speakers of English were divided into two groups on the basis of their second language experience. The first group consisted of four university-level teachers, who were relatively experienced learners of French, and the second group of six less experienced learners of French. The French reiterant imitations of the two groups of native speakers of English were compared to the native French speakers' productions. The timing patterns of the experienced group of non-native speakers did not differ significantly from those of the native French speakers, whereas there was a significant difference between these two groups and the group of six less experienced second-language learners. Deviations from the French baseline measures produced by the less experienced group are discussed in terms of the influence of the timing patterns of English and the literature on a sensitive period for second language acquisition.     

Focus, prosodic context, and phonological feature specification: patterns of variation in fricative production

Because they consist, in large part, of random turbulent noise, fricatives present a challenge to attempts to specify the phonetic correlates of phonological features. Previous research has focused on temporal properties, acoustic power, and a variety of spectral properties of fricatives in a number of contexts [Jongman et al., J. Acoust. Soc. Am. 108, 1252-1263 (2000); Jesus and Shadle, J. Phonet. 30, 437-467 (2002); Crystal and House, J. Acoust. Soc. Am. 83, 1553-1573 (1988a)]. However, no systematic investigation of the effects of focus and prosodic context on fricative production has been carried out. Manipulation of explicit focus can serve to selectively exaggerate linguistically relevant properties of speech in much the same manner as stress [de Jong, J. Acoust. Soc. Am. 97, 491-504 (1995); de Jong, J. Phonet. 32, 493-516 (2004); de Jong and Zawaydeh, J. Phonet. 30, 53-75 (2002)]. This experimental technique was exploited to investigate acoustic power along with temporal and spectral characteristics of American English fricatives in two prosodic contexts, to probe whether native speakers selectively attend to subsegmental features, and to consider variability in fricative production across speakers. While focus in general increased noise power and duration, speakers did not selectively enhance spectral features of the target fricatives.     

Acoustic modeling of American English /r/

Recent advances in physiological data collection methods have made it possible to test the accuracy of predictions against speaker-specific vocal tracts and acoustic patterns. Vocal tract dimensions for /r/ derived via magnetic-resonance imaging (MRI) for two speakers of American English [Alwan, Narayanan, and Haker, J. Acoust. Soc. Am. 101, 1078-1089 (1997)] were used to construct models of the acoustics of /r/. Because previous models have not sufficiently accounted for the very low F3 characteristic of /r/, the aim was to match formant frequencies predicted by the models to the full range of formant frequency values produced by the speakers in recordings of real words containing /r/. In one set of experiments, area functions derived from MRI data were used to argue that the Perturbation Theory of tube acoustics cannot adequately account for /r/, primarily because predicted locations did not match speakers' actual constriction locations. Different models of the acoustics of /r/ were tested using the Maeda computer simulation program [Maeda, Speech Commun. 1, 199-299 (1982)]; the supralingual vocal-tract dimensions reported in Alwan et al. were found to be adequate at predicting only the highest of attested F3 values. By using (1) a recently developed adaptation of the Maeda model that incorporates the sublingual space as a side branch from the front cavity, and by including (2) the sublingual space as an increment to the dimensions of the front cavity, the mid-to-low values of the speakers' F3 range were matched. Finally, a simple tube model with dimensions derived from MRI data was developed to account for cavity affiliations. This confirmed F3 as a front cavity resonance, and variations in F1, F2, and F4 as arising from mid- and back-cavity geometries. Possible trading relations for F3 lowering based on different acoustic mechanisms for extending the front cavity are also proposed.     

ERP evidence for different strategies in the processing of case markers in native speakers and non-native learners

Background  

The present experiments were designed to test how the linguistic feature of case is processed in Japanese by native and non-native listeners. We used a miniature version of Japanese as a model to compare sentence comprehension mechanisms in native speakers and non-native learners who had received training until they had mastered the system. In the first experiment we auditorily presented native Japanese speakers with sentences containing incorrect double nominatives and incorrect double accusatives, and with correct sentences. In the second experiment we tested trained non-natives with the same material. Based on previous research in German we expected an N400-P600 biphasic ERP response with specific modulations depending on the violated case and whether the listeners were native or non-native.     

Articulatory tradeoffs reduce acoustic variability during American English /r/ production.

The American English phoneme /r/ has long been associated with large amounts of articulatory variability during production. This paper investigates the hypothesis that the articulatory variations used by a speaker to produce /r/ in different contexts exhibit systematic tradeoffs, or articulatory trading relations, that act to maintain a relatively stable acoustic signal despite the large variations in vocal tract shape. Acoustic and articulatory recordings were collected from seven speakers producing /r/ in five phonetic contexts. For every speaker, the different articulator configurations used to produce /r/ in the different phonetic contexts showed systematic tradeoffs, as evidenced by significant correlations between the positions of transducers mounted on the tongue. Analysis of acoustic and articulatory variabilities revealed that these tradeoffs act to reduce acoustic variability, thus allowing relatively large contextual variations in vocal tract shape for /r/ without seriously degrading the primary acoustic cue. Furthermore, some subjects appeared to use completely different articulatory gestures to produce /r/ in different phonetic contexts. When viewed in light of current models of speech movement control, these results appear to favor models that utilize an acoustic or auditory target for each phoneme over models that utilize a vocal tract shape target for each phoneme.     

The limits of training Japanese listeners to identify English /r/ and /l/: eight case studies

Eight monolingual Japanese listeners were trained to identify English /r/ and /l/ by using 560 training tokens produced by ten talkers in three positions (200 word initial, 200 consonant cluster, and 160 intervocalic tokens). Their baseline performance and transfer of learning were measured using 200 word initial and 200 consonant cluster tokens produced by additional ten talkers. Long-term training (15 days) with feedback indeed increased sensitivity to the nontraining tokens, but tremendous individual differences were found in terms of initial and final sensitivity and response bias. Even after training, however, there remained some tokens for each subject that were misidentified at a level significantly below chance, suggesting that truly nativelike identification of /r/ and /l/ may never be achieved by adult Japanese learners of English.     

Perception of intrusive /r/ in English by native, cross-language and cross-dialect listeners

In sequences such as law and order, speakers of British English often insert /r/ between law and and. Acoustic analyses revealed such "intrusive" /r/ to be significantly shorter than canonical /r/. In a 2AFC experiment, native listeners heard British English sentences in which /r/ duration was manipulated across a word boundary [e.g., saw (r)ice], and orthographic and semantic factors were varied. These listeners responded categorically on the basis of acoustic evidence for /r/ alone, reporting ice after short /r/s, rice after long /r/s; orthographic and semantic factors had no effect. Dutch listeners proficient in English who heard the same materials relied less on durational cues than the native listeners, and were affected by both orthography and semantic bias. American English listeners produced intermediate responses to the same materials, being sensitive to duration (less so than native, more so than Dutch listeners), and to orthography (less so than the Dutch), but insensitive to the semantic manipulation. Listeners from language communities without common use of intrusive /r/ may thus interpret intrusive /r/ as canonical /r/, with a language difference increasing this propensity more than a dialect difference. Native listeners, however, efficiently distinguish intrusive from canonical /r/ by exploiting the relevant acoustic variation.     

Target spectral, dynamic spectral, and duration cues in infant perception of German vowels

Previous studies of vowel perception have shown that adult speakers of American English and of North German identify native vowels by exploiting at least three types of acoustic information contained in consonant-vowel-consonant (CVC) syllables: target spectral information reflecting the articulatory target of the vowel, dynamic spectral information reflecting CV- and -VC coarticulation, and duration information. The present study examined the contribution of each of these three types of information to vowel perception in prelingual infants and adults using a discrimination task. Experiment 1 examined German adults' discrimination of four German vowel contrasts (see text), originally produced in /dVt/ syllables, in eight experimental conditions in which the type of vowel information was manipulated. Experiment 2 examined German-learning infants' discrimination of the same vowel contrasts using a comparable procedure. The results show that German adults and German-learning infants appear able to use either dynamic spectral information or target spectral information to discriminate contrasting vowels. With respect to duration information, the removal of this cue selectively affected the discriminability of two of the vowel contrasts for adults. However, for infants, removal of contrastive duration information had a larger effect on the discrimination of all contrasts tested.     

Talker and listener effects on degree of perceived foreign accent.

Four experiments were carried out to examine listener- and talker-related factors that may influence degree of perceived foreign accent. In each, native English listeners rated English sentences for degree of accent. It was found that degree of accent is influenced by range effects. The larger the proportion of native (or near-native) speakers included in a set of sentences being evaluated, the more strongly accented listeners judged sentences spoken by non-native speakers to be. Foreign accent ratings were not stable. Listeners judged a set of non-native-produced sentences to be more strongly accented after, as compared to before, they became familiar with those sentences. One talker-related effect noted in the study was the finding that adults' pronunciation of an L2 may improve over time. Late L2 learners who had lived in the United States for an average of 14.3 years received significantly higher scores than late learners who had resided in the United States for 0.7 years. Another talker-related effect pertained to the age of L2 learning (AOL). Native Spanish subjects with an AOL of five to six years were not found to have an accent (i.e., to receive significantly lower scores than native English speakers), whereas native Chinese subjects with an average AOL of 7.6 years did have a measurable accent. The paper concludes with the presentation of several hypotheses concerning the relationship between AOL and degree of foreign accent.     

Perception and production of English vowels by Mandarin speakers: age-related differences vary with amount of L2 exposure

In this study we assessed age-related differences in the perception and production of American English (AE) vowels by native Mandarin speakers as a function of the amount of exposure to the target language. Participants included three groups of native Mandarin speakers: 87 children, adolescents and young adults living in China, 77 recent arrivals who had lived in the U.S. for two years or less, and 54 past arrivals who had lived in the U.S. between three and five years. The latter two groups arrived in the U.S. between the ages of 7 and 44 years. Discrimination of six AE vowel pairs /i-i/, /i-e(I)/, /e-ae/, /ae-a/, /a-(symbol see text)/, and /u-a/ was assessed with a categorial AXB task. Production of the eight vowels /i, i, e(I), e, ae, (symbol see text), a, u/ was assessed with an immediate imitation task. Age-related differences in performance accuracy changed from an older-learner advantage among participants in China, to no age differences among recent arrivals, and to a younger-learner advantage among past arrivals. Performance on individual vowels and vowel contrasts indicated the influence of the Mandarin phonetic/phonological system. These findings support a combined environmental and L1 interference/transfer theory as an explanation of the long-term younger-learner advantage in mastering L2 phonology.