- Dec 2020
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files.zotero.net files.zotero.net
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EBseasilymastermonolingualEnglishvowelreductionpatternsbuthavetroublewithpinpointingspectralproperties.Incontrast,LBsproduceda lower,moreposteriorvowelinword-finalpositionthateitherEMsorEBs.
a general summary
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furtherexplorationoftheindividualdifferencesunderlyingdifferentiationofEnglish[ə]andSpanish[a]areneeded.
very detailed direction for future research.
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LBstendedtoproducetargetschwaswithlowerF1sandF2sthatearlybilingualsandmonolin-guals,althoughtherewerefourLBswhoproducedschwawithunusuallylowF1andF2values.
findings related to spectral qualities
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sup-portsthefindingsofTrofimovichandBaker[107]thatexperiencedL2learnerscanproduceunstressedsyllableswithstressed-unstresseddurationratiossimilartoEM
related to previous findings
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OurfirstresearchquestionaskedwhetherEBsandLBscouldproduceEnglishschwaswithnative-likedurationscomparedtoMiami-basedEnglishmonolinguals.
A recap of the research question and the results
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significantmaineffectoflanguagegroup(
Both the language group and preceding consonant have effects on schwa duration. Results.
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Ourdependentmeasuresincludedallspectralqualitymeasures(F1,F2,F2-F1)andschwaduration.
dependent variables
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Beforemovingon,it is importanttoacknowledgethatMiami-basedEnglishmonolingualsmaynotproducethesamevowelqualitiesandreducedvoweldurationsthatoneexpectsfromgeneralAmericanEnglish
This answers my question of what is an expected American English schwa production
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withineachbilinguallanguagegroup,morenative-likereducedvowelproductioncouldbepredictedbythetwolinguisticfactors“amountofL1use”and“bilingualdominancescore.”
hypothesis 4
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longerword-finalschwadurationsforlatebilingualsbecausetheyareexpectedtodisplaysmallerratiosforthedurationofstressedandunstressedvowelscomparedtoearlybilingualsandmonolinguals.EarlybilingualswerepredictedtoproducelongervoweldurationsthanmonolingualEnglishspeakers,butshorterthanlatebilinguals,becauseinterac-tionswithintheirL1/L2systemmayresultincompromisevaluesforallcentralizedvowelsthatarelongerthan[ə],butshorterthan[a]
hypothesis 3. the hypothesis captures every aspect of the question, from the linguistic features to the contributing factors
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romorthographiceffects,whileearlybilingualswerepredictedtoproducecompromisevowelqualitieshalf-waybetweenmonolingualEnglishspeakers’andlatebilinguals’vowelqualitiesduetohavingbothlanguagesheavilyactivatedintheheavilybilingualcityofMiami.
hypothesis 2
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latebilingualswouldvarytheirword-finalschwavowelqualitiesmorethanmonolingualsandearlybilingualsduetoorthographicinterferenceeffectsduringourreadingtask.
hypothesis 1
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Thecurrentstudyexaminedvowelreductioninword-finalpositionamonggroupsofearlyandlateSpanish-Englishbilinguals,aswellasEnglishmonolinguals.
Starting the overview of the whole paper
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native-likeL2speechproductionis amountofL1use[57].Usingone’snativelanguagemoreoftenis believedtostrengthenitslevelofactivation,therebycreatingmoreopportunitiesforphoneticinterferencethanonepredictsinbilingualswhoseldomusetheirnativelanguag
Research I could refer to when explaining the results of my project
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esistancetotheideathatlatebilingualsfaceinevitablelimi-tationsontheircapacitytoachievenative-likeL2pronunciation
It is useful to see that this paper not only explains previous studies related to the research question, but also presented past findings regarding potential results. And it's interesting to read the two opposite opinions of critical period and phonological acquisition.
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heideathatone’sopportunityfornative-likeL2phonologicalacquisitionclosesaftera certainbiologicalwindowcontinuedtogainsupportoversubsequentdecades[43,45,47,51].
These are findings that I could possibly use in my project!
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ertainmonolingualvarietiesofSpanish
The literature review basically explains every key variables in this study and gives background information of previous research findings.
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bilingualsas“peoplewhousetwoormorelanguagesintheireverydaylife”[25
It's interesting that even terms like "bilinguals" are scientifically defined, which I could apply to my paper.
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explorethestabilityofspectralandtemporalqualitiesofreducedvowelsproducedbyearlyandlateSpanish-EnglishbilingualslivingintheUnitedStates.
building on previous research. Here gives an overview of the research goal as well as the theoretical frameworks.
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nadditiontospectralqualities,phonologicalvowelreduction(notcausedbysuperficialchangesinspeakingrate,amplitude,etc.)inEnglishis characterizedbyshorterdurationsthanthoseofstressedvowels
Interesting for me to follow the same structure since my project also analyzes spectral and durational characteristics.
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vowels)[18].Thediscoverythatschwaneednotbeentirelyword-finaltodisplaystablespectralqualitiessupportsourempiricalassumptionthatword-finalschwainrunningspeechcanmaintaincentralizedformantvaluesduetoitsspecificationforcertaindimensionsinword-finalposition.
Since my project also breaks down the spectral qualities of vowels, this research can be a good reference in how the scholar builds on previous research.
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Onephonologicalenvironmentwheremoreofschwa’scentralizedvowelqualitiesarelikelytobeintactis inword-finalposition
I learnt a lot from this article's structure for introduction. The author started with the difference between stressed and unstressed vowel, and transitioned to the explanation of schwa's articulatory features, and to the phonological environments schwas occur.
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Asunstressedvowels,schwashavebeendescribedastheproductofa collapsedvowelspacecausedbyreducedsubglottalpressure,decreasedmusculareffort,andlackofcoordinatedges-tures
This paragraph gives very clear and detailed background of the articularoty features of schwas.
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