One-to-multiple vowel mapping in the perceptual development of Dutch learners of Spanish Paola...
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![Page 1: One-to-multiple vowel mapping in the perceptual development of Dutch learners of Spanish Paola Escudero McGill University and University of Utrecht Paul.](https://reader033.fdocuments.in/reader033/viewer/2022051618/56649d375503460f94a0f1b1/html5/thumbnails/1.jpg)
One-to-multiple vowel mapping in the perceptual development of Dutch learners of Spanish
Paola EscuderoMcGill University and University of Utrecht
Paul BoersmaUniversity of Amsterdam
Boston University Conference on Language Development 26 November 3, 2001
![Page 2: One-to-multiple vowel mapping in the perceptual development of Dutch learners of Spanish Paola Escudero McGill University and University of Utrecht Paul.](https://reader033.fdocuments.in/reader033/viewer/2022051618/56649d375503460f94a0f1b1/html5/thumbnails/2.jpg)
Single-Category Assimilation (SCA)
Problem:– poor category differentiation– no lexical contrast no produced contrast
General solution: category split
L2
English
L1
Dutch
//
/æ///
L2
S.English
L1
Spanish
/i/
/I//i/
L2
English
L1
Japanese
/l/
/ /̈/R/
![Page 3: One-to-multiple vowel mapping in the perceptual development of Dutch learners of Spanish Paola Escudero McGill University and University of Utrecht Paul.](https://reader033.fdocuments.in/reader033/viewer/2022051618/56649d375503460f94a0f1b1/html5/thumbnails/3.jpg)
Two-Category Assimilation (TCA)
Very good category differentiation Problem:
boundary mismatch confusion General solution: boundary shift
L2
English
L1
Dutch
/ph/
/b8//p/
/b/
L2
Spanish
L1
Dutch
/u/
/o/
/u/
//
![Page 4: One-to-multiple vowel mapping in the perceptual development of Dutch learners of Spanish Paola Escudero McGill University and University of Utrecht Paul.](https://reader033.fdocuments.in/reader033/viewer/2022051618/56649d375503460f94a0f1b1/html5/thumbnails/4.jpg)
Multiple-Category Assimilation (MCA)
Category differentiation is “too good” Problems:
extra lexical contrasts, boundary mismatch, SCA Possible solutions?: category split/merger/loss,
boundary shift
L2
Spanish
L1
Dutch
/i/
/e/
/i/
/I///
L2
English
L1
Polish
/s/
/S/
/s/
/þ//§/
![Page 5: One-to-multiple vowel mapping in the perceptual development of Dutch learners of Spanish Paola Escudero McGill University and University of Utrecht Paul.](https://reader033.fdocuments.in/reader033/viewer/2022051618/56649d375503460f94a0f1b1/html5/thumbnails/5.jpg)
Preliminary hypothesis
1) MCA exists and it is problematic.
L2
Spanish
L1
Dutch
/i/
/e/
/i/
/I///
L2
Spanish
L1
Dutch
/u/
/o/
/u/
//
2) Therefore, Dutch learners will have poorer front than back vowel categorisation in Spanish.
![Page 6: One-to-multiple vowel mapping in the perceptual development of Dutch learners of Spanish Paola Escudero McGill University and University of Utrecht Paul.](https://reader033.fdocuments.in/reader033/viewer/2022051618/56649d375503460f94a0f1b1/html5/thumbnails/6.jpg)
Subjects
Dutch learners of Spanish 38 (11+18+9) Bilingual Dutch-Spanish 3
Dutch-only 11
Spanish-only 44
![Page 7: One-to-multiple vowel mapping in the perceptual development of Dutch learners of Spanish Paola Escudero McGill University and University of Utrecht Paul.](https://reader033.fdocuments.in/reader033/viewer/2022051618/56649d375503460f94a0f1b1/html5/thumbnails/7.jpg)
Click the Spanish vowel that you heard
I
E
A
O
U
Task: “vowels from a Spanish text”125 Spanish target stimuli, 55 Spanish fillers
![Page 8: One-to-multiple vowel mapping in the perceptual development of Dutch learners of Spanish Paola Escudero McGill University and University of Utrecht Paul.](https://reader033.fdocuments.in/reader033/viewer/2022051618/56649d375503460f94a0f1b1/html5/thumbnails/8.jpg)
Beginning Dutch learners of Spanish
0 5 10 15 20 250
5
10
15
20
25
e i errors
1
1
1
11
1
11
1
11
![Page 9: One-to-multiple vowel mapping in the perceptual development of Dutch learners of Spanish Paola Escudero McGill University and University of Utrecht Paul.](https://reader033.fdocuments.in/reader033/viewer/2022051618/56649d375503460f94a0f1b1/html5/thumbnails/9.jpg)
Intermediate Dutch learners of Spanish
0 5 10 15 20 250
5
10
15
20
25
e i errors
2
2
22
222
2
2
2
2
22
22
22
2
![Page 10: One-to-multiple vowel mapping in the perceptual development of Dutch learners of Spanish Paola Escudero McGill University and University of Utrecht Paul.](https://reader033.fdocuments.in/reader033/viewer/2022051618/56649d375503460f94a0f1b1/html5/thumbnails/10.jpg)
Advanced Dutch learners of Spanish
0 5 10 15 20 250
5
10
15
20
25
e i errors
33
33
333
3
3
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Dutch/Spanish bilinguals
0 5 10 15 20 250
5
10
15
20
25
e i errors
4
4
4
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Spanish-only listeners
0 5 10 15 20 250
5
10
15
20
25
e i errors
5
5
5
5
55
5
5
5
55
55
5
5
5 5
5
5
55
55
5
55
555
5
5
5
5
5
5
55
5
5
5555
5
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All subjects + Dutch-only
0 5 10 15 20 250
5
10
15
20
25
e i errors
0
00
0
0
0
00
00
0
1
1
1
11
1
11
1
11
2
2
22
222
2
2
2
2
22
22
22
233
33
333
3
34
4
4
5
5
5
5
55
5
5
5
55
55
5
5
5 5
5
5
55
55
5
55
555
5
5
5
5
5
5
55
5
5
5555
5
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Developmental sequencefor the front/back error ratio
BEG-INT-ADV error ratio: r = -0.32 (p < 0.03)
number of ei errors
number of ou errors2.0
01.0
0.5
DUT BEG
INTADV
BILSPA
![Page 15: One-to-multiple vowel mapping in the perceptual development of Dutch learners of Spanish Paola Escudero McGill University and University of Utrecht Paul.](https://reader033.fdocuments.in/reader033/viewer/2022051618/56649d375503460f94a0f1b1/html5/thumbnails/15.jpg)
We have observed:
Dutch learners of Spanish perform poorer on front than on back vowels. Our prediction is borne out.
Learners have better performance according to their experience.
This hints at the existence of MCA, its problematic nature, and its reduction during L2 development. But we haven’t yet directly shown the existence of MCA, let alone its problematic nature…
![Page 16: One-to-multiple vowel mapping in the perceptual development of Dutch learners of Spanish Paola Escudero McGill University and University of Utrecht Paul.](https://reader033.fdocuments.in/reader033/viewer/2022051618/56649d375503460f94a0f1b1/html5/thumbnails/16.jpg)
Basic hypothesis
Multiple Category Assimilation exists.
![Page 17: One-to-multiple vowel mapping in the perceptual development of Dutch learners of Spanish Paola Escudero McGill University and University of Utrecht Paul.](https://reader033.fdocuments.in/reader033/viewer/2022051618/56649d375503460f94a0f1b1/html5/thumbnails/17.jpg)
Click the Dutch vowel that you heard
h IE k h EE k h I k h E k
h UU k h EU k h U k h AA k
h OE k h OO k h O k h A k
Task 1: “vowels from a Dutch text”125 Spanish target stimuli, 55 Dutch decoys
![Page 18: One-to-multiple vowel mapping in the perceptual development of Dutch learners of Spanish Paola Escudero McGill University and University of Utrecht Paul.](https://reader033.fdocuments.in/reader033/viewer/2022051618/56649d375503460f94a0f1b1/html5/thumbnails/18.jpg)
Dutch labelling task (Dutch mode)
Therefore: MCA exists
stim :
/i/
/e/
DUTresp :
i
I
BEGresp :
i
I
INTresp :
i
I
ADVresp :
i
I
BILresp :
i
I
![Page 19: One-to-multiple vowel mapping in the perceptual development of Dutch learners of Spanish Paola Escudero McGill University and University of Utrecht Paul.](https://reader033.fdocuments.in/reader033/viewer/2022051618/56649d375503460f94a0f1b1/html5/thumbnails/19.jpg)
Main hypothesis
Problems with Spanish front vowel categorisation by Dutch learners are caused by MCA.
To address this hypothesis, we have to look into:1) the accuracy of L2 front vowel categorisation
2) the reduction of MCA when perceiving the L2
![Page 20: One-to-multiple vowel mapping in the perceptual development of Dutch learners of Spanish Paola Escudero McGill University and University of Utrecht Paul.](https://reader033.fdocuments.in/reader033/viewer/2022051618/56649d375503460f94a0f1b1/html5/thumbnails/20.jpg)
Hypothesis for MCA reduction(Assumption: people have language-dependent
perception modes)
Hypothesis: learners show less MCA in their L2 perception mode than in their L1 perception mode.
A measure of MCA:the amount of use of // in an L1 labelling
task. A measure of MCA reduction:
reduction of // use betweena Dutch and a Spanish perception mode.
![Page 21: One-to-multiple vowel mapping in the perceptual development of Dutch learners of Spanish Paola Escudero McGill University and University of Utrecht Paul.](https://reader033.fdocuments.in/reader033/viewer/2022051618/56649d375503460f94a0f1b1/html5/thumbnails/21.jpg)
Click the Dutch vowel that you heard
h IE k h EE k h I k h E k
h UU k h EU k h U k h AA k
h OE k h OO k h O k h A k
Task 2: “vowels from a Spanish text”125 Spanish target stimuli, 55 Spanish fillers
![Page 22: One-to-multiple vowel mapping in the perceptual development of Dutch learners of Spanish Paola Escudero McGill University and University of Utrecht Paul.](https://reader033.fdocuments.in/reader033/viewer/2022051618/56649d375503460f94a0f1b1/html5/thumbnails/22.jpg)
Dutch-only listeners
MCA-reductionis small ornon-existent
stim :
/i/
/e/
"Dutch" moderesp :
i
I
stim :
/i/
/e/
"Spanish" moderesp :
i
I
![Page 23: One-to-multiple vowel mapping in the perceptual development of Dutch learners of Spanish Paola Escudero McGill University and University of Utrecht Paul.](https://reader033.fdocuments.in/reader033/viewer/2022051618/56649d375503460f94a0f1b1/html5/thumbnails/23.jpg)
Beginning Dutch learners of Spanish
MCA-reductionis small ornon-existent
stim :
/i/
/e/
"Dutch" moderesp :
i
I
stim :
/i/
/e/
"Spanish" moderesp :
i
I
![Page 24: One-to-multiple vowel mapping in the perceptual development of Dutch learners of Spanish Paola Escudero McGill University and University of Utrecht Paul.](https://reader033.fdocuments.in/reader033/viewer/2022051618/56649d375503460f94a0f1b1/html5/thumbnails/24.jpg)
Intermediate Dutch learners of Spanish
MCA-reductionis intermediate
stim :
/i/
/e/
"Dutch" moderesp :
i
I
stim :
/i/
/e/
"Spanish" moderesp :
i
I
![Page 25: One-to-multiple vowel mapping in the perceptual development of Dutch learners of Spanish Paola Escudero McGill University and University of Utrecht Paul.](https://reader033.fdocuments.in/reader033/viewer/2022051618/56649d375503460f94a0f1b1/html5/thumbnails/25.jpg)
Advanced Dutch learners of Spanish
MCA-reductionis large
stim :
/i/
/e/
"Dutch" moderesp :
i
I
stim :
/i/
/e/
"Spanish" moderesp :
i
I
![Page 26: One-to-multiple vowel mapping in the perceptual development of Dutch learners of Spanish Paola Escudero McGill University and University of Utrecht Paul.](https://reader033.fdocuments.in/reader033/viewer/2022051618/56649d375503460f94a0f1b1/html5/thumbnails/26.jpg)
Dutch/Spanish bilinguals
MCA-reductionis large
stim :
/i/
/e/
"Dutch" moderesp :
i
I
stim :
/i/
/e/
"Spanish" moderesp :
i
I
![Page 27: One-to-multiple vowel mapping in the perceptual development of Dutch learners of Spanish Paola Escudero McGill University and University of Utrecht Paul.](https://reader033.fdocuments.in/reader033/viewer/2022051618/56649d375503460f94a0f1b1/html5/thumbnails/27.jpg)
Does MCA reduction exist?
Yes . It correlates with experience level (BEG/INT/ADV):
r = 0.39, (p < 0.01, 95% = 0.08...0.63)
Is it developmental?
Yes . Learners reduce the usage of // between perception modes.
![Page 28: One-to-multiple vowel mapping in the perceptual development of Dutch learners of Spanish Paola Escudero McGill University and University of Utrecht Paul.](https://reader033.fdocuments.in/reader033/viewer/2022051618/56649d375503460f94a0f1b1/html5/thumbnails/28.jpg)
Hypothesis for L2 categorisation accuracy
Learners have inaccurate front vowel
categorisation.
A measure of vowel categorisation accuracy:
boundary location in an L2 labelling task.
![Page 29: One-to-multiple vowel mapping in the perceptual development of Dutch learners of Spanish Paola Escudero McGill University and University of Utrecht Paul.](https://reader033.fdocuments.in/reader033/viewer/2022051618/56649d375503460f94a0f1b1/html5/thumbnails/29.jpg)
Click the Spanish vowel that you heard
I
E
A
O
U
Task 3: “vowels from a Spanish text”125 Spanish target stimuli, 55 Spanish fillers
![Page 30: One-to-multiple vowel mapping in the perceptual development of Dutch learners of Spanish Paola Escudero McGill University and University of Utrecht Paul.](https://reader033.fdocuments.in/reader033/viewer/2022051618/56649d375503460f94a0f1b1/html5/thumbnails/30.jpg)
Spanish labelling task
stim :
/i/
/e/
BEGresp :
i
e
INTresp :
i
e
ADVresp :
i
e
BILresp :
i
e
SPAresp :
i
e
![Page 31: One-to-multiple vowel mapping in the perceptual development of Dutch learners of Spanish Paola Escudero McGill University and University of Utrecht Paul.](https://reader033.fdocuments.in/reader033/viewer/2022051618/56649d375503460f94a0f1b1/html5/thumbnails/31.jpg)
Is L2 labelling inaccurate?
Yes . It correlates with experience level (BEG/INT/ADV):
r = 0.57, (p < 0.0002, 95% = 0.30...0.75)
Does this change developmentally?
Yes . Learners are inaccurate in L2 categorisation, i.e. the boundary between /e/ and // is inappropriate for Spanish.
![Page 32: One-to-multiple vowel mapping in the perceptual development of Dutch learners of Spanish Paola Escudero McGill University and University of Utrecht Paul.](https://reader033.fdocuments.in/reader033/viewer/2022051618/56649d375503460f94a0f1b1/html5/thumbnails/32.jpg)
Main hypothesis again
These problems with Spanish front vowel
categorisation by Dutch learners are caused by
MCA.
![Page 33: One-to-multiple vowel mapping in the perceptual development of Dutch learners of Spanish Paola Escudero McGill University and University of Utrecht Paul.](https://reader033.fdocuments.in/reader033/viewer/2022051618/56649d375503460f94a0f1b1/html5/thumbnails/33.jpg)
MCA reduction correlates strongly with categorisation accuracy
r = 0.62
p < 0.00002
95% = 0.37...0.78
-5 0 5 10
0
5
10
15
20
L1 /I/-reduction (Exp1 minus Exp2)
1
1 1
11
1
1
1
1
11
2
2
2
22
2
22
2
2
22
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
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Our interpretationof this high correlation:
It reflects a causal relationship:
low-level // losscauses
e-i accuracy in learners
![Page 35: One-to-multiple vowel mapping in the perceptual development of Dutch learners of Spanish Paola Escudero McGill University and University of Utrecht Paul.](https://reader033.fdocuments.in/reader033/viewer/2022051618/56649d375503460f94a0f1b1/html5/thumbnails/35.jpg)
Conclusion1) MCA exists: learners use 3 categories where the target
language has 2.
2) MCA is problematic: it leads to inaccurate L2 categorisation.
3) Language-dependent perception modes exist: people do different things depending on the language that they hear (or think they hear).
4) Learners develop: with experience, MCA decreases and categorisation accuracy increases.
5) Learners improve: we identified one strategy for solving MCA, namely loss of the extra category.
![Page 36: One-to-multiple vowel mapping in the perceptual development of Dutch learners of Spanish Paola Escudero McGill University and University of Utrecht Paul.](https://reader033.fdocuments.in/reader033/viewer/2022051618/56649d375503460f94a0f1b1/html5/thumbnails/36.jpg)
Dank u voor uw aandacht!Gracias por su atención!
Thank you for your attention!
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Total errors are not a sign of MCA degree
//-reduction vs. /e/-// boundary: r = -0.60 (95% = -0.34 … -0.77)
//-reduction vs. total error count: r = +0.15 (95% = -0.17 ... +0.45)