Early Korean bilingual children’s production of English stressed vowels in multisyllabic words
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The effect of age of acquisition and amount of experience on the production of English stressed vowels in multisyllabic words was investigated. Twenty Korean-speaking children varying in age of second-language (L2) exposure and the amount of experience (6 months vs. 6 years) were compared to ten age-matched native English speaking children. English multisyllabic words containing stressed syllables were elicited. The results for Korean children who were exposed to the L2 before the age of three returned a native-like production of stressed vowels. The native Korean-speaking children with shorter L2 exposure were unable to produce distinctive phonemic categories, indicating a strong L1 interference on L2. The early learners of English, however, were comparable to the native English-speaking children in producing stressed vowels. Furthermore, the early bilingual children’s native-like perceptual distance between stressed and unstressed vowels was interpreted as their early mastery of English vowel spectral qualities that are prosodically conditioned at the lexical level.
Abstract
The effect of age of acquisition and amount of experience on the production of English stressed vowels in multisyllabic words was investigated. Twenty Korean-speaking children varying in age of second-language (L2) exposure and the amount of experience (6 months vs. 6 years) were compared to ten age-matched native English speaking children. English multisyllabic words containing stressed syllables were elicited. The results for Korean children who were exposed to the L2 before the age of three returned a native-like production of stressed vowels. The native Korean-speaking children with shorter L2 exposure were unable to produce distinctive phonemic categories, indicating a strong L1 interference on L2. The early learners of English, however, were comparable to the native English-speaking children in producing stressed vowels. Furthermore, the early bilingual children’s native-like perceptual distance between stressed and unstressed vowels was interpreted as their early mastery of English vowel spectral qualities that are prosodically conditioned at the lexical level.
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