The Effect of Language Dominance on the Selective Attention of Segments and Tones in Urdu-Cantonese Speakers

The effect of simultaneous exposure on the attention selection and integration of segments and lexical tones by Urdu-Cantonese bilingual speakers

In the perceptual learning of lexical tones, an automatic and robust attention-to-phonology system enables native tonal listeners to adapt to acoustically non-optimal speech, such as phonetic conflicts in daily communications. Previous tone research reveals that non-native listeners who do not linguistically employ lexical tones in their mother tongue may find it challenging to attend to the tonal dimension or integrate it with the segmental features. However, it is unknown whether the attentional interference initially caused by a maternal attentional system would continue influencing the non-optimal tone perception for simultaneous bilingual teenagers. From an endpoint in the age of language acquisition, we investigate whether the tone-specific attention mechanism developed by the Urdu-Cantonese simultaneous bilinguals is automatic enough to assist them in adapting to a phonetically-conflicting environment. Three groups of teenagers engaged in a four-condition ABX task: Urdu-Cantonese simultaneous bilinguals, Cantonese native listeners, and Urdu-speaking, late learners of Cantonese. The results showed that although the simultaneous bilinguals could phonologically process Cantonese tones in a Cantonese-like way under a conflict-free listening condition, they still failed in adapting to the phonetic conflicts, especially the segment-induced ones. It thus demonstrated that the simultaneous exposure and years of regular education in Hong Kong local schools still could not automatically guarantee simultaneous bilingual processing of Cantonese tones. In interpreting the findings, it hypothesized that, except for simultaneous exposure, the development of a tone-specific attention mechanism is also likely to be L1-inhibitory, tone experience-driven, and language-specific for simultaneous bilinguals.