Segmental errors in different word positions and their effects on intelligibility of non-native speech All’s well that begins well

Tessa Bent, Ann R. Bradlow, Bruce L. Smith

Research output: Chapter in Book/Report/Conference proceedingChapter

48 Scopus citations

Abstract

Speech produced by non-native talkers deviates from native talker norms in systematic ways that reflect the interaction between the talker’s native language and the target language. These deviations result in speech that is almost always easily identified by native listeners as “foreign-accented” and that is typically less intelligible for native listeners than native-accented speech. Determining the contribution of various types of foreign-accented speech features to reductions in intelligibility for native listeners can help advance our understanding of the nature of native and target language sound structure interactions in relation to their consequences for speech communication This study related variability in segmental production accuracy of foreign-accented speech to variability in overall intelligibility across individual talkers of foreign-accented English who all came from the same native language background, but varied in their levels of English speech production proficiency. The results showed that vowel, but not consonant, production accuracy correlates with intelligibility; and, errors in word-initial position are more detrimental to intelligibility than errors in other positions. These findings provide the basis for a principled and detailed description of the phonetic nature of foreign-accented speech in relation to its communicative function.

Original languageEnglish (US)
Title of host publicationLanguage Experience in Second Language Speech Learning
Subtitle of host publicationIn honor of James Emil Flege
EditorsOcke-Schwen Bohn, Murray J. Munro
PublisherJohn Benjamins Publishing Company
Pages331-347
Number of pages17
ISBN (Electronic)9789027292872
StatePublished - 2007

Publication series

NameLanguage Learning and Language Teaching
Volume17
ISSN (Print)1569-9471

Funding

We gratefully acknowledge the transcription assistance of Danielle Lodewyck. An earlier version of the work reported in this chapter was presented at the fall 2001 meeting of the Acoustical Society of America in Fort Lauderdale, Florida. Work supported by NIH-NIDCD grant DC 03762.

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Linguistics and Language

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