The role of L2 input in developing a novel L2 contrast phonetically and phonologically
Production evidence from a residence abroad context
Bibliographic Data
| ID | 11655889 |
|---|---|
| Authors | James Turner (0000-0003-4396-3280, University of Southampton, corresponding author) |
| Year | 2023 |
| Volume | 41 |
| Issue | 1 |
| Pages | 103-133 |
| Publication date | 2023-12-31 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Second language Research (JOURNAL) |
| Journal identifiers | ISSN: 0267-6583 • E-ISSN: 1477-0326 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/02676583231217166 |
| OpenAlex | W4390460322 |
| Language | EN |
| Citations received | 2 |
| References cited | 72 |
This study analyses the production of French /y/ and /u/ by 42 native English learners of French (ELoF) at the start and end of a Residence Abroad (RA) in a French-speaking country. As an approximation of both phonological and phonetic development, categorical change is teased apart from gradient change using k-medoid clustering of acoustic data and different input measures are tested as predictors of both types of development. Results of the phonological analysis reveal that while no change occurs for /y/, the proportion that learners correctly use their back vowel in /u/ contexts increases over the RA. The quantity of French input declared over the RA is a significant predictor of this categorical change, especially the amount of auditory and visual engagement (e.g. listening and reading in French). Results of the phonetic analysis indicate, instead, that /y/ becomes more target-like over the RA, while /u/ makes less progress, suggesting a partial mismatch between the phonological and phonetic levels. Nevertheless, the phonetic development of /u/ is more substantial for individuals who: (1) have been learning French longer, (2) have yet to experience naturalistic exposure by the start of the RA, and (3) are English language teachers over the RA rather than students at a foreign institution. Taken together, these results have implications for the link between second language (L2) input and L2 production, the assumptions of L2 speech models, and the relationship between different levels of linguistic representation in L2 speech learning
Active listening · Context (archaeology · Contrast (vision · Geography · Linguistics · Phonetics · Reading (process · Sound change · Speech production · Vowel · Communication · Computer Science · Linguistic Variation and Morphology · Multilingual Education and Policy · Phonetics and Phonology Research · Psychology
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| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |