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Vowel reduction in word-final position by early and late Spanish-English bilinguals

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ABSTRACT

Vowel reduction is a prominent feature of American English, as well as other stress-timed languages. As a phonological process, vowel reduction neutralizes multiple vowel quality contrasts in unstressed syllables. For bilinguals whose native language is not characterized by large spectral and durational differences between tonic and atonic vowels, systematically reducing unstressed vowels to the central vowel space can be problematic. Failure to maintain this pattern of stressed-unstressed syllables in American English is one key element that contributes to a “foreign accent” in second language speakers. Reduced vowels, or “schwas,” have also been identified as particularly vulnerable to the co-articulatory effects of adjacent consonants. The current study examined the effects of adjacent sounds on the spectral and temporal qualities of schwa in word-final position. Three groups of English-speaking adults were tested: Miami-based monolingual English speakers, early Spanish-English bilinguals, and late Spanish-English bilinguals. Subjects performed a reading task to examine their schwa productions in fluent speech when schwas were preceded by consonants from various points of articulation. Results indicated that monolingual English and late Spanish-English bilingual groups produced targeted vowel qualities for schwa, whereas early Spanish-English bilinguals lacked homogeneity in their vowel productions. This extends prior claims that schwa is targetless for F2 position for native speakers to highly-proficient bilingual speakers. Though spectral qualities lacked homogeneity for early Spanish-English bilinguals, early bilinguals produced schwas with near native-like vowel duration. In contrast, late bilinguals produced schwas with significantly longer durations than English monolinguals or early Spanish-English bilinguals. Our results suggest that the temporal properties of a language are better integrated into second language phonologies than spectral qualities. Finally, we examined the role of nonstructural variables (e.g. linguistic history measures) in predicting native-like vowel duration. These factors included: Age of L2 learning, amount of L1 use, and self-reported bilingual dominance. Our results suggested that different sociolinguistic factors predicted native-like reduced vowel duration than predicted native-like vowel qualities across multiple phonetic environments.

No MeSH data available.


Early age of L2 learning predicts higher bilingual dominance scores and lower word-final schwa durations.The x-axis shows the range of reported bilingual dominance scores, where negative scores indicate L1 dominance and positive scores indicate L2 dominance. The y-axis shows word-final schwa durations in seconds.
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pone.0175226.g004: Early age of L2 learning predicts higher bilingual dominance scores and lower word-final schwa durations.The x-axis shows the range of reported bilingual dominance scores, where negative scores indicate L1 dominance and positive scores indicate L2 dominance. The y-axis shows word-final schwa durations in seconds.

Mentions: Bilingual dominance scores were the other significant predictor of the variance in word-final schwa durations (adjusted R2 = .10, F (1,38) = 5.25, p = .028). Recall that bilingual dominance scores (BDS) were calculated on a scale of -30 to 30, where -30 is an L1 heritage language monolingual (in this case Spanish), 30 is a dominant language monolingual (English), and zero is a completely balanced bilingual [79]. Therefore, any subject who has a negative BDS prefers to speak, or is dominant in, L1 Spanish. Any subject who has a positive BDS prefers to speak English or is dominant in that language. It should be noted that separating subjective linguistic preference from empirically-validated linguistic dominance is beyond the scope of the current study. Results from the regression indicate a negative relationship between duration and L2 dominance—as bilingual dominance shifts toward L1, mean schwa durations increase. EBs demonstrated more within-group homogeneity than LBs for this measure (Fig 4). Bilingual dominance scores were highly correlated with both amount of L1 use (r (38) = -.54, p <.001, and age of L2 learning r(38) = -.55, p <.001). Age of L2 learning and amount of L1 use were less correlated r(38) = .24, p = .064. For word-final schwa duration, amount of L1 use was not a significant predictor, p = .079.


Vowel reduction in word-final position by early and late Spanish-English bilinguals
Early age of L2 learning predicts higher bilingual dominance scores and lower word-final schwa durations.The x-axis shows the range of reported bilingual dominance scores, where negative scores indicate L1 dominance and positive scores indicate L2 dominance. The y-axis shows word-final schwa durations in seconds.
© Copyright Policy
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC5383264&req=5

pone.0175226.g004: Early age of L2 learning predicts higher bilingual dominance scores and lower word-final schwa durations.The x-axis shows the range of reported bilingual dominance scores, where negative scores indicate L1 dominance and positive scores indicate L2 dominance. The y-axis shows word-final schwa durations in seconds.
Mentions: Bilingual dominance scores were the other significant predictor of the variance in word-final schwa durations (adjusted R2 = .10, F (1,38) = 5.25, p = .028). Recall that bilingual dominance scores (BDS) were calculated on a scale of -30 to 30, where -30 is an L1 heritage language monolingual (in this case Spanish), 30 is a dominant language monolingual (English), and zero is a completely balanced bilingual [79]. Therefore, any subject who has a negative BDS prefers to speak, or is dominant in, L1 Spanish. Any subject who has a positive BDS prefers to speak English or is dominant in that language. It should be noted that separating subjective linguistic preference from empirically-validated linguistic dominance is beyond the scope of the current study. Results from the regression indicate a negative relationship between duration and L2 dominance—as bilingual dominance shifts toward L1, mean schwa durations increase. EBs demonstrated more within-group homogeneity than LBs for this measure (Fig 4). Bilingual dominance scores were highly correlated with both amount of L1 use (r (38) = -.54, p <.001, and age of L2 learning r(38) = -.55, p <.001). Age of L2 learning and amount of L1 use were less correlated r(38) = .24, p = .064. For word-final schwa duration, amount of L1 use was not a significant predictor, p = .079.

View Article: PubMed Central - PubMed

ABSTRACT

Vowel reduction is a prominent feature of American English, as well as other stress-timed languages. As a phonological process, vowel reduction neutralizes multiple vowel quality contrasts in unstressed syllables. For bilinguals whose native language is not characterized by large spectral and durational differences between tonic and atonic vowels, systematically reducing unstressed vowels to the central vowel space can be problematic. Failure to maintain this pattern of stressed-unstressed syllables in American English is one key element that contributes to a &ldquo;foreign accent&rdquo; in second language speakers. Reduced vowels, or &ldquo;schwas,&rdquo; have also been identified as particularly vulnerable to the co-articulatory effects of adjacent consonants. The current study examined the effects of adjacent sounds on the spectral and temporal qualities of schwa in word-final position. Three groups of English-speaking adults were tested: Miami-based monolingual English speakers, early Spanish-English bilinguals, and late Spanish-English bilinguals. Subjects performed a reading task to examine their schwa productions in fluent speech when schwas were preceded by consonants from various points of articulation. Results indicated that monolingual English and late Spanish-English bilingual groups produced targeted vowel qualities for schwa, whereas early Spanish-English bilinguals lacked homogeneity in their vowel productions. This extends prior claims that schwa is targetless for F2 position for native speakers to highly-proficient bilingual speakers. Though spectral qualities lacked homogeneity for early Spanish-English bilinguals, early bilinguals produced schwas with near native-like vowel duration. In contrast, late bilinguals produced schwas with significantly longer durations than English monolinguals or early Spanish-English bilinguals. Our results suggest that the temporal properties of a language are better integrated into second language phonologies than spectral qualities. Finally, we examined the role of nonstructural variables (e.g. linguistic history measures) in predicting native-like vowel duration. These factors included: Age of L2 learning, amount of L1 use, and self-reported bilingual dominance. Our results suggested that different sociolinguistic factors predicted native-like reduced vowel duration than predicted native-like vowel qualities across multiple phonetic environments.

No MeSH data available.