双语和多语听者对第二语言口音的分类。

IF 2.6 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL
Georgios P. Georgiou
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引用次数: 0

摘要

本研究探讨了听者如何对第二语言(L2)口音进行分类,以及他们的语言背景如何影响这种分类。98 名成年双语和多语希腊语听者在熟悉(英国英语)-不熟悉(澳大利亚英语)的第二语言口音条件下对口音进行了分类。数据通过在线调查收集,并使用二项混合效应模型和信号检测分析进行了分析。结果表明,双语者和多语者在任务中的表现都较低,这可能是由于他们对澳大利亚英语口音的熟悉程度较低,而且两种口音在语音上相似。然而,尽管两组人的成绩都很低,多语者在口音分类的准确性上却优于双语者。这一优势可归因于认知和社会动力的共同作用。研究结果拓展了之前的研究,表明暴露于口音变异会增强听者对非母语口音的分类能力。这项研究为口音感知提供了重要的理论意义,也为外语学习和多语言交流提供了实用的见解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Categorization of second language accents by bilingual and multilingual listeners

Categorization of second language accents by bilingual and multilingual listeners

This study examines how listeners categorize second language (L2) accents and how their linguistic background affects this categorization. Ninety-eight adult bilingual and multilingual Greek listeners categorized accents in a familiar (British English)–unfamiliar (Australian English) L2 accent condition. Data were collected through an online survey and analysed using binomial mixed-effects models and signal detection analysis. The results demonstrated that both bilinguals and multilinguals exhibited low performance in the task, potentially due to their decreased familiarity with the Australian English accent and the fact that the two accents are phonetically similar. However, despite both groups' low performance, multilinguals outperformed bilinguals in accent categorization accuracy. This advantage could be attributed to a combination of cognitive and social dynamics. Results expand upon prior research, indicating that exposure to accent variation enhances listeners' abilities to categorize non-native accents. The study provides important theoretical implications for the perception of accents and practical insights into foreign language learning and multilingual communication.

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来源期刊
British Journal of Developmental Psychology
British Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
4.50
自引率
0.00%
发文量
38
期刊介绍: The British Journal of Developmental Psychology publishes full-length, empirical, conceptual, review and discussion papers, as well as brief reports, in all of the following areas: - motor, perceptual, cognitive, social and emotional development in infancy; - social, emotional and personality development in childhood, adolescence and adulthood; - cognitive and socio-cognitive development in childhood, adolescence and adulthood, including the development of language, mathematics, theory of mind, drawings, spatial cognition, biological and societal understanding; - atypical development, including developmental disorders, learning difficulties/disabilities and sensory impairments;
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