Previous studies attest that early bilinguals can modify their perceptual identification according to the fine-grained phonetic detail of the language they believe they are hearing. Following Gonzales et al. (2019), we replicate the double phonemic boundary effect in late learners (LBs) using conceptual-based cueing. We administered a forced choice identification task to 169 native English adult learners of Spanish in two sessions. In both sessions, participants identified the same /b/-/p/ voicing continuum, but language context was cued conceptually using the instructions. The data were analyzed using Bayesian multilevel regression. Learners categorized the continuum in a similar manner when they believed they were hearing English. However, when they believed they were hearing Spanish, “voiceless” responses increased as a function of L2 proficiency. This research demonstrates the double phonemic boundary effect can be conceptually cued in LBs and supports accounts positing selective activation of independent perception grammars in L2 learning.

中文翻译：

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成人二语学习者的概念提示知觉分类

先前的研究证明，早期的双语者可以根据他们认为自己听到的语言的细粒度语音细节来修改他们的感知识别。继冈萨雷斯等人之后。（2019），我们使用基于概念的提示在后期学习者（LBs）中复制了双音素边界效应。我们在两个会话中对 169 名母语为英语的成人西班牙语学习者进行了强制选择识别任务。在这两个会话中，参与者都确定了相同的 /b/-/p/ 发声连续体，但使用说明在概念上提示了语言上下文。使用贝叶斯多级回归分析数据。当学习者认为自己在听英语时，他们会以类似的方式对连续统进行分类。然而，当他们相信自己听到的是西班牙语时，“清音”反应随着 L2 熟练程度的增加而增加。这项研究表明双音位边界效应可以在 LBs 中得到概念提示，并支持在 L2 学习中选择性激活独立感知语法的假设。