In:
The Journal of the Acoustical Society of America, Acoustical Society of America (ASA), Vol. 125, No. 4_Supplement ( 2009-04-01), p. 2727-2727
Abstract:
This paper discussed dialect effects on L2 learning. Data from advanced English-learning students were separated into groups according to geographic regions: Northern, Middle, and Southern parts of Taiwan. Subjects were asked to read out loud eight English words, namely, “heed,” “hid,” “head,” “had,” “hod,” “hawed,” “hood,” and “who’d.” Acoustic information, such as F1 and F2, were measured; also, since Taiwanese English learners tend to use temporal cues to distinguish tense and lax vowels, duration of each word were also measured. Comparing the vowels read by the subjects with native speakers, we found that the Northern group had very similar patterns with native speakers in both spectral and temporal cues. As for the Middle group, the vowel shape was going upper right in the vowel chart and the duration pattern was quite distinctive from native speakers. Furthermore, all the subjects from the Southern part of Taiwan speak both Mandarin and Taiwan Min and their vowel spaces were the most deviated from native speakers, from which we assumed that PAM model (Best, 1993, 1995) could give a reasonable explanation: they have two vowel systems that could be referenced from, thus they might easily get confused. However, several problems still need further examination.
Type of Medium:
Online Resource
ISSN:
0001-4966
,
1520-8524
Language:
English
Publisher:
Acoustical Society of America (ASA)
Publication Date:
2009
detail.hit.zdb_id:
1461063-2
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