Learning Syllable-timed Prosody as a Native Speaker of Stress-timed Prosody
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To see how syllable-timed prosody is learned by a native speaker of a language that uses stress-timed prosody, duration and pitch in the L2 Korean speech of L1 English learners are explored. For analysis, 28 learners were divided into low- and high-proficiency groups, based on native Korean-speaking listeners’ evaluation of the learners’ read Korean speech data. In addition, 12 native speakers of Korean recorded their own Korean speech as a control group and as model speakers. The pairwise variability of 28 adjacent vowels within each accentual phrase was measured in terms of duration and fundamental frequency. The results showed that learners used both pitch (fundamental frequency) variability and duration variability for prominence acquisition, whereas the native speaker controls used only pitch variability. These results suggest the presence of prosodic transfer of contrastive duration for prosodic acquisition of contrastive pitch in adult language learning of syllable-timed prosody.
Abstract
To see how syllable-timed prosody is learned by a native speaker of a language that uses stress-timed prosody, duration and pitch in the L2 Korean speech of L1 English learners are explored. For analysis, 28 learners were divided into low- and high-proficiency groups, based on native Korean-speaking listeners’ evaluation of the learners’ read Korean speech data. In addition, 12 native speakers of Korean recorded their own Korean speech as a control group and as model speakers. The pairwise variability of 28 adjacent vowels within each accentual phrase was measured in terms of duration and fundamental frequency. The results showed that learners used both pitch (fundamental frequency) variability and duration variability for prominence acquisition, whereas the native speaker controls used only pitch variability. These results suggest the presence of prosodic transfer of contrastive duration for prosodic acquisition of contrastive pitch in adult language learning of syllable-timed prosody.
참고문헌 (32)
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