Effects of Exposure and Vowel Space Distribution on Phonetic Drift: Evidence from American English Learners of French

Phonetic Development of an L2 Vowel System and Tandem Drift in the L1: A Residence Abroad and L1 Re-Immersion Study

This study analyzes the production of native (L1) and foreign (L2) vowels by 42 L1 English learners of French (ELoF) at the start and end of a 6-month residence abroad (RA) in a French-speaking country. Data are also reported from a delayed post-test, which takes place 10 months after a subsection of participants (n = 27) return to the L1 English environment. Results reveal systemic phonetic drift in ELoF's L1 English vowels over the RA, and this accompanies the phonetic development occurring in the participants' L2 French vowel system, a phenomenon we label "tandem drift." This L1-L2 link is also supported by interspeaker variation: the individuals whose L2 French vowels shift the most are also the participants who exhibit the most substantial L1 phonetic drift in the same direction. Results for the L1 re-immersion time point suggest a partial-but not complete-reversal of phonetic drift, whereas no reversal of the L2 gains made over the RA is apparent. Nevertheless, at the individual level, the learners whose L2 gains reverse the most upon L1 re-immersion are also most likely to exhibit reverse phonetic drift in their L1. Overall, these findings indicate a relationship between L2 speech learning and L1 phonetic drift, which we argue is driven by the global phonetic properties of both L2 and L1 becoming linked at a representational level. Although these representations appear malleable, it is clear that recent changes are not guaranteed to reverse despite substantial re-exposure to L1 input. Implications for the distinction between drift and attrition are discussed.

The influence of inter-dialect contact on the Korean three-way laryngeal distinction: An acoustic comparison among Seoul Korean speakers and Gyeongsang speakers with limited and extended residence in Seoul

This exploratory study investigates the acoustic correlates of the Korean three-way laryngeal stop distinction in Gyeongsang long-term (LT) transplants who were born in the Gyeongsang region but moved to Seoul to pursue higher education. Acoustic data were collected from eight LT transplants, five short-term (ST) transplants, and 11 Seoul speakers to examine whether exposure to Seoul Korean (SK) affects Gyeongsang speakers' cue-weighting in distinguishing stops in production. LT transplants produced stimuli in both Gyeongsang and Seoul dialects. A cue-weighting model based on the acoustic data reveals that voice onset time (VOT) is less important to distinguish lenis from aspirated stops for Seoul speakers and for LT transplants' SK, as compared to ST transplants and LT transplants' Gyeongsang Korean (GK). In addition, fundamental frequency (F0) is more important for the lenis-aspirated distinction for Seoul speakers and LT transplants' SK, as compared to ST and LT transplants' GK, showing that LT transplants rely less on VOT and more on F0 to distinguish lenis from aspirated stops compared to ST transplants. LT transplants' SK reveals that they rely more on VOT and less on F0 compared to SK speakers. The cue-weighting model of the LT transplants provide empirical evidence that a series of sound changes in GK is due to inter-dialect contact.

Crosslinguistic Influence in the Discrimination of Korean Stop Contrast by Heritage Speakers and Second Language Learners

The present study examines the extent of crosslinguistic influence from English as a dominant language in the perception of the Korean lenis–aspirated contrast among Korean heritage speakers in the United States (N = 20) and English-speaking learners of Korean as a second language (N = 20), as compared to native speakers of Korean immersed in the first language environment (N = 20), by using an AX discrimination task. In addition, we sought to determine whether significant dependencies could be observed between participants’ linguistic background and experiences and their perceptual accuracy in the discrimination task. Results of a mixed-effects logistic regression model demonstrated that heritage speakers outperformed second language learners with 85% vs. 63% accurate discrimination, while no significant difference was detected between heritage speakers and first language-immersed native speakers (85% vs. 88% correct). Furthermore, higher verbal fluency was significantly predictive of greater perceptual accuracy for the heritage speakers. The results are compatible with the interpretation that the influence of English on the discrimination of the Korean laryngeal contrast was stronger for second language learners of Korean than for heritage speakers, while heritage speakers were not apparently affected by dominance in English in their discrimination of Korean lenis and aspirated stops.

The Effect of Instructed Second Language Learning on the Acoustic Properties of First Language Speech

This paper reports on a comprehensive phonetic study of American classroom learners of Russian, investigating the influence of the second language (L2) on the first language (L1). Russian and English productions of 20 learners were compared to 18 English monolingual controls focusing on the acoustics of word-initial and word-final voicing. The results demonstrate that learners’ Russian was acoustically different from their English, with shorter voice onset times (VOTs) in [−voice] stops, longer prevoicing in [+voice] stops, more [−voice] stops with short lag VOTs and more [+voice] stops with prevoicing, indicating a degree of successful L2 pronunciation learning. Crucially, learners also demonstrated an L1 phonetic change compared to monolingual English speakers. Specifically, the VOT of learners’ initial English voiceless stops was shortened, indicating assimilation with Russian, while the frequency of prevoicing in learners’ English was decreased, indicating dissimilation with Russian. Word-final, the duration of preceding vowels, stop closures, frication, and voicing during consonantal constriction all demonstrated drift towards Russian norms of word-final voicing neutralization. The study confirms that L2-driven phonetic changes in L1 are possible even in L1-immersed classroom language learners, challenging the role of reduced L1 use and highlighting the plasticity of the L1 phonetic system.