linahn@dac.au.dk

“ha-ħa!”A LONGITUDINAL STUDY OF ADULT FOREIGN LANGUAGE LEARNING

Bias in Auditory PerceptionAarhus, Sept 19, 2014

Andreas Højlund Nielsen, PhD student, CFIN/Linguistics/IMC (AU)

linahn@dac.au.dk

NATIVE DANISH LANGUAGE OFFICER CADETSLEARNING EITHER ARABIC OR DARI

linahn@dac.au.dk

WHY

Foreign speech learning in the lab: 10-30 days(e.g. Bradlow et al., 1997; Chandrasekaran et al., 2010; Lively et al., 1994; Logan et al., 1991;

Perrachione et al., 2011; Wang et al., 1999; Wong & Perrachione, 2007)

Models of foreign language speech learning: perceptual adaption relatively early in the learning process

(Best, 1995; Best & Tyler, 2007; Flege, 1995)

But how about “IRL”?

linahn@dac.au.dk

WHY

Also, immersion studies: differences between1.5-7 yrs(Flege, Bohn, & Jang, 1997; Flege & Liu, 2001)

Can we show adaptation to foreign speech sounds during intensive foreign learning?

And if so, how does this unfold in time?

linahn@dac.au.dk

20 language officer cadets in total

learning either

Dari (Afghan Farsi): n = 12or

Arabic (al-misr/MSA): n = 8

PARTICIPANTS

linahn@dac.au.dk

Highly select group

Very intensive training: 8 hr school, 8 hr homework, 8 hr sleep

18 mos of training: high level of proficiency (“fluent” speakers)

PARTICIPANTS

linahn@dac.au.dk

STIMULI

DARI (fricative voicing)“near common”: [ʃa] (“sh”)

Dari-only: [ʒa] (“zh”) (11 and 3 levels)

ARABIC (emphasis - laryngeal fricative)“near common”: [ha] (“ha”)

Arabic-only: [ħa] (“hha”) (11 and 3 levels)

linahn@dac.au.dk

PARADIGMS

IDENTIFICATION TASK:2AFC (incl. short exposure)

DISCRIMINATION TASK:AX (same-different)

linahn@dac.au.dk

PARADIGMS

BehavID

BehavDiscrim

EEGMMN

~70 mins ~15 mins

~120 mins

~20 mins

linahn@dac.au.dk

TIME PLAN

T0: Nov 12-15, 2012

T1 (3 wks): Dec 8-10, 2012

T2 (6 mos/24 wks): May 4-6, 2013

T3 (18 mos/81 wks): June 2-4 2014

linahn@dac.au.dk

HYPOTHESES

ID-slopes of Dari learners to Dari stimuli: STEEPENING

ID-slopes of Arabic learners to Arabic stimuli: STEEPENING

ID-slopes of all learners to non-target stimuli: no change

linahn@dac.au.dk

sha01 sha02 sha03 sha04 sha05 sha06 sha07 sha08 sha09 sha10 sha110

10

20

30

40

50

60

70

80

90

100

Continuum from voiceless to voiced fricative

Perc

enta

ge id

entif

ied

as z

ha

dari−learners’ ID functions | shazha | T0−T1−T2−T3

T0T1T2T3

ha00 ha07 ha14 ha21 ha28 ha35 ha42 ha49 ha56 ha63 ha700

10

20

30

40

50

60

70

80

90

100

Continuum from less to more aspirated (90 ms to 160 ms)

Perc

enta

ge id

entif

ied

as h

ha

dari−learners’ ID functions | hahha | T0−T1−T2−T3

T0T1T2T3

sha01 sha02 sha03 sha04 sha05 sha06 sha07 sha08 sha09 sha10 sha110

10

20

30

40

50

60

70

80

90

100

Continuum from voiceless to voiced fricative

Perc

enta

ge id

entif

ied

as z

ha

arab−learners’ ID functions | shazha | T0−T1−T2−T3

T0T1T2T3

ha00 ha07 ha14 ha21 ha28 ha35 ha42 ha49 ha56 ha63 ha700

10

20

30

40

50

60

70

80

90

100

Continuum from less to more aspirated (90 ms to 160 ms)

Perc

enta

ge id

entif

ied

as h

ha

arab−learners’ ID functions | hahha | T0−T1−T2−T3

T0T1T2T3

T0 T1 T2 T3−0.5

0

0.5

1

1.5

Time of measurement

Slop

e of

ID fu

nctio

ns

arab (n = 8) & dari (n = 12) learners’ mean slopes || ha−hha & sha−zha || T0−T1−T2−T3

Arabic learners − Arabic stimuliDari learners − Arabic stimuliArabic learners − Dari stimuliDari learners − Dari stimuli

}} *

} *

Arabic learners (n = 8) Dari learners (n = 12)

* *

Arabic stimuli: /hæ/ vs. /ħæ/ Arabic stimuli: /hæ/ vs. /ħæ/

Dari stimuli: /ʃa/ vs. /ʒa/Dari stimuli: /ʃa/ vs. /ʒa/

Frication Frication

VoicingVoicing

% /ʒ

a/ id

entif

icat

ion

% /ʒ

a/ id

entif

icat

ion

% /ħ

æ/ i

dent

ifica

tion

% /ħ

æ/ i

dent

ifica

tion

Time

Slop

e of

ID fu

nctio

ns

*

0 wks 3 wks 24 wks 81 wks

*

RESULTS - IDENTIFICATION

linahn@dac.au.dk

RESULTS - ID

A native Arabic speakerArabic stimuli: /hæ/ vs. /ħæ/

ha00 ha07 ha14 ha21 ha28 ha35 ha42 ha49 ha56 ha63 ha700

10

20

30

40

50

60

70

80

90

100

Continuum from less to more aspirated (90 ms to 160 ms)

Perc

enta

ge id

entif

ied

as h

ha

dari−learners’ ID functions | hahha | T0−T1−T2−T3

T0T1T2T3

ha00 ha07 ha14 ha21 ha28 ha35 ha42 ha49 ha56 ha63 ha700

10

20

30

40

50

60

70

80

90

100

Continuum from less to more aspirated (90 ms to 160 ms)

Perc

enta

ge id

entif

ied

as h

ha

arab−learners’ ID functions | hahha | T0−T1−T2−T3

T0T1T2T3

Arabic learners (n = 8) Dari learners (n = 12)

ha00 ha07 ha14 ha21 ha28 ha35 ha42 ha49 ha56 ha63 ha700

10

20

30

40

50

60

70

80

90

100

Continuum from less to more aspirated (90 ms to 160 ms)

Perc

enta

ge id

entif

ied

as /h

ha/

Identification, ha−hha (Arabic native, pilotbochra)

linahn@dac.au.dk

RESULTS - ID

A native Dari speakerDari stimuli: /ʃa/ vs. /ʒa/

sha01 sha02 sha03 sha04 sha05 sha06 sha07 sha08 sha09 sha10 sha110

10

20

30

40

50

60

70

80

90

100

Continuum from voiceless to voiced fricative

Perc

enta

ge id

entif

ied

as z

ha

arab−learners’ ID functions | shazha | T0−T1−T2−T3

T0T1T2T3

sha01 sha02 sha03 sha04 sha05 sha06 sha07 sha08 sha09 sha10 sha110

10

20

30

40

50

60

70

80

90

100

Continuum from voiceless to voiced fricative

Perc

enta

ge id

entif

ied

as z

ha

dari−learners’ ID functions | shazha | T0−T1−T2−T3

T0T1T2T3

sha01 sha02 sha03 sha04 sha05 sha06 sha07 sha08 sha09 sha10 sha110

10

20

30

40

50

60

70

80

90

100

Continuum from voiceless to voiced fricative

Perc

enta

ge id

entif

ied

as /z

ha/

Identification, sha−zha (D3)

Arabic learners (n = 8) Dari learners (n = 12)

linahn@dac.au.dk

RESULTS - ID

−2 −1.5 −1 −0.5 0 0.5 1 1.5 21

2

3

4

5

6

7

8

slope diff

spea

king

gra

de (r

anke

d)

arab learners T2 vs. T0

−2 −1.5 −1 −0.5 0 0.5 1 1.5 21

2

3

4

5

6

7

8

slope diff

spea

king

gra

de (r

anke

d)

arab learners T1 vs. T0

Arabic learners (n = 8)

T0 to T1

T0 to T2

−0.5 0 0.5 1 1.50

2

4

6

8

10

12

slope diff

spea

king

gra

de (r

anke

d)

dari learners T2 vs. T0

−0.5 0 0.5 1 1.50

2

4

6

8

10

12

slope diff

spea

king

gra

de (r

anke

d)

dari learners T1 vs. T0

Dari learners (n = 12)

T0 to T1

T0 to T2

rS(10)=0.60*

rS(10)=0.71*

DARI LEARNERS’SLOPE CHANGESWERE POSITIVELY

CORRELATEDWITH THEIR

SPEAKING GRADESp < 0.05

p < 0.05

linahn@dac.au.dk

RESULTS -

sha01−sha04 sha04−sha07 sha07−sha11−1

−0.5

0

0.5

1

1.5

2

Stimulus pair

d−pr

ime

(d’)

arab−learners’ dprimes (n = 8) || sha−zha || T0−T1−T2−T3

T0T1T2T3

ha00−h28 ha28−ha49 ha49−ha70−1

−0.5

0

0.5

1

1.5

2

Stimulus pair

d−pr

ime

(d’)

arab−learners’ dprimes (n = 8) || ha−hha || T0−T1−T2−T3

T0T1T2T3

Arabic learners (n = 8)

*

* }} }*

Stimulus pair

Stimulus pair

d-pr

ime

(d’)

d-pr

ime

(d’)

“Arabic” stimuli: /hæ/ vs. /ħæ/

“Dari” stimuli: /ʃa/ vs. /ʒa/

sha01−sha04 sha04−sha07 sha07−sha11−1

−0.5

0

0.5

1

1.5

2

Stimulus pair

d−pr

ime

(d’)

dari−learners’ dprimes (n = 12) || sha−zha || T0−T1−T2−T3

T0T1T2T3

ha00−h28 ha28−ha49 ha49−ha70−1

−0.5

0

0.5

1

1.5

2

Stimulus pair

d−pr

ime

(d’)

dari−learners’ dprimes (n = 12) || ha−hha || T0−T1−T2−T3

T0T1T2T3

Dari learners (n = 12)

* } * }

Stimulus pair

Stimulus pair

d-pr

ime

(d’)

d-pr

ime

(d’)

“Arabic” stimuli: /hæ/ vs. /ħæ/

“Dari” stimuli: /ʃa/ vs. /ʒa/

}*DISCRIM

linahn@dac.au.dk

DISCUSSION

Arabic contrast also includes RTR on subsequent high vowels

Voicing contrast in Arabic for the alveolar fricative (/s/ vs. /z/)

Effects from other L2s (e.g. English or French)

linahn@dac.au.dk

DISCUSSION

Large individual differences:learning biases in a very homogenous sample?

linahn@dac.au.dk

ha00 ha07 ha14 ha21 ha28 ha35 ha42 ha49 ha56 ha63 ha700

10

20

30

40

50

60

70

80

90

100

Continuum from less to more aspirated (90 ms to 160 ms)

Perc

enta

ge id

entif

ied

as /h

ha/

Identification, ha−hha (arab1, T0−T1−T2−T3)

T0T1T2T3

ha00 ha07 ha14 ha21 ha28 ha35 ha42 ha49 ha56 ha63 ha700

10

20

30

40

50

60

70

80

90

100

Continuum from less to more aspirated (90 ms to 160 ms)

Perc

enta

ge id

entif

ied

as /h

ha/

Identification, ha−hha (arab2, T0−T1−T2−T3)

T0T1T2T3

ha00 ha07 ha14 ha21 ha28 ha35 ha42 ha49 ha56 ha63 ha700

10

20

30

40

50

60

70

80

90

100

Continuum from less to more aspirated (90 ms to 160 ms)

Perc

enta

ge id

entif

ied

as /h

ha/

Identification, ha−hha (arab3, T0−T1−T2−T3)

T0T1T2T3

ha00 ha07 ha14 ha21 ha28 ha35 ha42 ha49 ha56 ha63 ha700

10

20

30

40

50

60

70

80

90

100

Continuum from less to more aspirated (90 ms to 160 ms)

Perc

enta

ge id

entif

ied

as /h

ha/

Identification, ha−hha (arab4, T0−T1−T2−T3)

T0T1T2T3

ha00 ha07 ha14 ha21 ha28 ha35 ha42 ha49 ha56 ha63 ha700

10

20

30

40

50

60

70

80

90

100

Continuum from less to more aspirated (90 ms to 160 ms)

Perc

enta

ge id

entif

ied

as /h

ha/

Identification, ha−hha (arab5, T0−T1−T2−T3)

T0T1T2T3

ha00 ha07 ha14 ha21 ha28 ha35 ha42 ha49 ha56 ha63 ha700

10

20

30

40

50

60

70

80

90

100

Continuum from less to more aspirated (90 ms to 160 ms)

Perc

enta

ge id

entif

ied

as /h

ha/

Identification, ha−hha (arab6, T0−T1−T2−T3)

T0T1T2T3

Arab learners’ ID functions | ha-hha | T0 to T3

sha01 sha02 sha03 sha04 sha05 sha06 sha07 sha08 sha09 sha10 sha110

10

20

30

40

50

60

70

80

90

100

Continuum from voiceless to voiced fricative

Perc

enta

ge id

entif

ied

as /z

ha/

Identification, sha−zha (arab3, T0−T1−T2−T3)

T0T1T2T3

linahn@dac.au.dk

Arab learners’ ID functions | sha-zha | T0 to T3

sha01 sha02 sha03 sha04 sha05 sha06 sha07 sha08 sha09 sha10 sha110

10

20

30

40

50

60

70

80

90

100

Continuum from voiceless to voiced fricative

Perc

enta

ge id

entif

ied

as /z

ha/

Identification, sha−zha (arab1, T0−T1−T2−T3)

T0T1T2T3

sha01 sha02 sha03 sha04 sha05 sha06 sha07 sha08 sha09 sha10 sha110

10

20

30

40

50

60

70

80

90

100

Continuum from voiceless to voiced fricative

Perc

enta

ge id

entif

ied

as /z

ha/

Identification, sha−zha (arab2, T0−T1−T2−T3)

T0T1T2T3

sha01 sha02 sha03 sha04 sha05 sha06 sha07 sha08 sha09 sha10 sha110

10

20

30

40

50

60

70

80

90

100

Continuum from voiceless to voiced fricative

Perc

enta

ge id

entif

ied

as /z

ha/

Identification, sha−zha (arab3, T0−T1−T2−T3)

T0T1T2T3

sha01 sha02 sha03 sha04 sha05 sha06 sha07 sha08 sha09 sha10 sha110

10

20

30

40

50

60

70

80

90

100

Continuum from voiceless to voiced fricative

Perc

enta

ge id

entif

ied

as /z

ha/

Identification, sha−zha (arab4, T0−T1−T2−T3)

T0T1T2T3

sha01 sha02 sha03 sha04 sha05 sha06 sha07 sha08 sha09 sha10 sha110

10

20

30

40

50

60

70

80

90

100

Continuum from voiceless to voiced fricative

Perc

enta

ge id

entif

ied

as /z

ha/

Identification, sha−zha (arab5, T0−T1−T2−T3)

T0T1T2T3

sha01 sha02 sha03 sha04 sha05 sha06 sha07 sha08 sha09 sha10 sha110

10

20

30

40

50

60

70

80

90

100

Continuum from voiceless to voiced fricative

Perc

enta

ge id

entif

ied

as /z

ha/

Identification, sha−zha (arab6, T0−T1−T2−T3)

T0T1T2T3

sha01 sha02 sha03 sha04 sha05 sha06 sha07 sha08 sha09 sha10 sha110

10

20

30

40

50

60

70

80

90

100

Continuum from voiceless to voiced fricative

Perc

enta

ge id

entif

ied

as /z

ha/

Identification, sha−zha (arab3, T0−T1−T2−T3)

T0T1T2T3

linahn@dac.au.dk

Dari learners’ ID functions | sha-zha | T0 to T3

sha01 sha02 sha03 sha04 sha05 sha06 sha07 sha08 sha09 sha10 sha110

10

20

30

40

50

60

70

80

90

100

Continuum from voiceless to voiced fricative

Perc

enta

ge id

entif

ied

as /z

ha/

Identification, sha−zha (arab3, T0−T1−T2−T3)

T0T1T2T3

sha01 sha02 sha03 sha04 sha05 sha06 sha07 sha08 sha09 sha10 sha110

10

20

30

40

50

60

70

80

90

100

Continuum from voiceless to voiced fricative

Perc

enta

ge id

entif

ied

as /z

ha/

Identification, sha−zha (dari1, T0−T1−T2−T3)

T0T1T2T3

sha01 sha02 sha03 sha04 sha05 sha06 sha07 sha08 sha09 sha10 sha110

10

20

30

40

50

60

70

80

90

100

Continuum from voiceless to voiced fricative

Perc

enta

ge id

entif

ied

as /z

ha/

Identification, sha−zha (dari4, T0−T1−T2−T3)

T0T1T2T3

sha01 sha02 sha03 sha04 sha05 sha06 sha07 sha08 sha09 sha10 sha110

10

20

30

40

50

60

70

80

90

100

Continuum from voiceless to voiced fricative

Perc

enta

ge id

entif

ied

as /z

ha/

Identification, sha−zha (dari5, T0−T1−T2−T3)

T0T1T2T3

sha01 sha02 sha03 sha04 sha05 sha06 sha07 sha08 sha09 sha10 sha110

10

20

30

40

50

60

70

80

90

100

Continuum from voiceless to voiced fricative

Perc

enta

ge id

entif

ied

as /z

ha/

Identification, sha−zha (dari6, T0−T1−T2−T3)

T0T1T2T3

sha01 sha02 sha03 sha04 sha05 sha06 sha07 sha08 sha09 sha10 sha110

10

20

30

40

50

60

70

80

90

100

Continuum from voiceless to voiced fricative

Perc

enta

ge id

entif

ied

as /z

ha/

Identification, sha−zha (dari7, T0−T1−T2−T3)

T0T1T2T3

sha01 sha02 sha03 sha04 sha05 sha06 sha07 sha08 sha09 sha10 sha110

10

20

30

40

50

60

70

80

90

100

Continuum from voiceless to voiced fricative

Perc

enta

ge id

entif

ied

as /z

ha/

Identification, sha−zha (dari8, T0−T1−T2−T3)

T0T1T2T3

linahn@dac.au.dk

CONCLUSION

HYPOTHESES:

ID-slopes of Dari learners to Dari stimuli: STEEPENING

ID-slopes of Arabic learners to Arabic stimuli: STEEPENING

ID-slopes of all learners to non-target stimuli: no change

√

%

%

linahn@dac.au.dk

CONCLUSION

Early adaptation to the Dari voiced fricative (sh-zh) (for Dari learners)

No adaptations to the Arabic emphatic pharyngeal fricative (h-hh)

Large individual differences despite homogeneity

linahn@dac.au.dk

THANKS TOThe research team:Nynne Thorup HornStine Derdau SørensenSandra KostadinovaMikkel Wallentin

The language officers &The Institute for Languages at the

Royal Danish Defence College

As well as:Bill McGregorAziz & Mojhda RamikiGeorgetown University Press Chris BaileyMartin SnejbjergKit RigdenIvana KonvalinkaNicoline Munck Vinther

Seed funding support from the Interacting Minds Centre (IMC)

linahn@dac.au.dk

شكرا

و

تشكر