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Acquisition and Acoustic Patterns of Southern American English /l/ in Young Children
Journal of Speech Language and Hearing Research Pub Date : 2020-07-29 , DOI: 10.1044/2020_jslhr-19-00040 Hyunju Chung 1
Purpose The aim of the current study was to examine /l/ developmental patterns in young learners of Southern American English, especially in relation to the effect of word position and phonetic contexts. Method Eighteen children with typically developing speech, aged between 2 and 5 years, produced monosyllabic single words containing singleton /l/ in different word positions (pre- vs. postvocalic /l/) across different vowel contexts (high front vs. low back) and cluster /l/ in different consonant contexts (/pl, bl/ vs. /kl, gl/). Each production was analyzed for its accuracy and acoustic patterns as measured by the first two formant frequencies and their difference (F1, F2, and F2-F1). Results There was great individual variability in /l/ acquisition patterns, with some 2- and 3-year-olds reaching 100% accuracy for prevocalic /l/, while others were below 70%. Overall, accuracy of prevocalic /l/ was higher than that of postvocalic /l/. Acoustic patterns of pre- and postvocalic /l/ showed greater differences in younger children and less apparent differences in 5-year-olds. There were no statistically significant differences between the acoustic patterns of /l/ coded as perceptually acceptable and those coded as misarticulated. There was also no apparent effect of vowel and consonant contexts on /l/ patterns. Conclusion The accuracy patterns of this study suggest an earlier development of /l/, especially prevocalic /l/, than has been reported in previous studies. The differences in acoustic patterns between pre- and postvocalic /l/, which become less apparent with age, may suggest that children alter the way they articulate /l/ with age. No significant acoustic differences between acceptable and misarticulated /l/, especially postvocalic /l/, suggest a gradient nature of /l/ that is dialect specific. This suggests the need for careful consideration of a child's dialect/language background when studying /l/.
中文翻译:
幼儿南美英语 /l/ 的习得和声学模式
目的 本研究的目的是检查南美英语年轻学习者的/l/发展模式,特别是与词位和语音语境的影响相关的发展模式。 方法 十八名语言发育正常的儿童,年龄在 2 至 5 岁之间,在不同的元音上下文(高前与低后)中,在不同的词位置(前与后/l/)中产生包含单音 /l/ 的单音节单词,并且不同辅音上下文中的 /l/ 簇(/pl、bl/ 与 /kl、gl/)。通过前两个共振峰频率及其差异(F1、F2 和 F2-F1)测量每个产品的准确性和声学模式。 结果 /l/ 的习得模式存在很大的个体差异,一些 2 岁和 3 岁的孩子在发声前 /l/ 的准确率达到 100%,而其他儿童则低于 70%。总体而言,元音前/l/的准确度高于元音后/l/。声乐前后 /l/ 的声学模式在年幼的儿童中表现出更大的差异,而在 5 岁儿童中则表现出不太明显的差异。编码为感知可接受的 /l/ 的声学模式与编码为错误表达的 /l/ 的声学模式之间没有统计学上的显着差异。元音和辅音上下文对 /l/ 模式也没有明显影响。 结论 这项研究的准确性模式表明 /l/,尤其是前元音 /l/ 的发展比以前的研究报告的要早。声乐前和后/l/之间的声学模式差异随着年龄的增长而变得不那么明显,这可能表明儿童会随着年龄的增长而改变他们发音/l/的方式。可接受的和错误发音的 /l/ 之间没有显着的声学差异,尤其是后声乐 /l/,这表明 /l/ 具有特定于方言的梯度性质。这表明在学习/l/时需要仔细考虑孩子的方言/语言背景。
更新日期:2020-07-29
Journal of Speech Language and Hearing Research Pub Date : 2020-07-29 , DOI: 10.1044/2020_jslhr-19-00040 Hyunju Chung 1
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中文翻译:
幼儿南美英语 /l/ 的习得和声学模式