Abstract
Non-rhotic British English speakers and Germans living in England were compared in their use of short- and long-domain r-resonances (cues to an upcoming [ɹ]) in read English sentences heard in noise. The sentences comprised 52 pairs differing only in /r/ or /l/ in a minimal-pair target word (mirror, miller). Target words were cross-spliced into a different utterance of the same sentence-base (match) and into a base originally containing the other target word (mismatch), making a four-stimulus set for each sentence-pair. Intelligibility of target and some preceding unspliced words was measured. English listeners were strongly influenced by r-resonances in the sonorant immediately preceding the critical /r/. A median split of the German group showed that those who had lived in southeast England for 3–20 months used the weaker long-domain r-resonances, whereas Germans who had lived in England for 21–105 months ignored all r-resonances, possibly in favour of word frequency. A preliminary study of German speech showed differences in temporal extent and spectral balance (frequency of F3 and higher formants) between English and German r-resonances. The perception and production studies together suggest sophisticated application of exposure-induced changes in acoustic–phonetic and phonological knowledge of L1 to a partially similar sound in L2.
Original language | English |
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Pages (from-to) | 1038-1055 |
Number of pages | 18 |
Journal | Speech Communication |
Volume | 52 |
Issue number | 11-12 |
DOIs | |
Publication status | Published - 24 Nov 2010 |
Keywords
- Speech intelligibility
- L2 acquisition
- r-resonances
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Manchester Centre for Audiology and Deafness (ManCAD)
Munro, K., Millman, R., Lamb, W., Dawes, P., Plack, C., Stone, M., Kluk-De Kort, K., Moore, D., Morton, C., Prendergast, G., Couth, S., Schlittenlacher, J., Chilton, H., Visram, A., Dillon, H., Guest, H., Heinrich, A., Jackson, I., Littlejohn, J., Jones, L., Lough, M., Morgan, R., Perugia, E., Roughley, A., Short, A., Whiston, H., Wright, C., Saunders, G. & Kelly, C.
Project: Research