Arkadiusz Rojczyk

Immediate and Distracted Imitation in Second-Language Speech: Unreleased Plosives in English

Abstract The paper investigates immediate and distracted imitation in second-language speech using unreleased plosives. Unreleased plosives are fairly frequently found in English sequences of two stops. Polish, on the other hand, is characterised by a significant rate of releases in such sequences. This cross-linguistic difference served as material to look into how and to what extent non-native properties of sounds can be produced in immediate and distracted imitation. Thirteen native speakers of Polish first read and then imitated sequences of words with two stops straddling the word boundary. Stimuli for imitation had no release of the first stop. The results revealed that (1) a non-native feature such as the lack of the release burst can be imitated; (2) distracting imitation impedes imitative performance; (3) the type of a sequence interacts with the magnitude of an imitative effect

Stop Release in Polish English — Implications for Prosodic Constituency

Abstract Although there is little consensus on the relevance of non-contrastive allophonic processes in L2 speech acquisition, EFL pronunciation textbooks cover the suppression of stop release in coda position. The tendency for held stops in English is in stark opposition to a number of other languages, including Polish, in which plosive release is obligatory. This paper presents phonetic data on the acquisition of English unreleased stops by Polish learners. Results show that in addition to showing a tendency for the target language pattern of unreleased plosives, advanced learners may acquire more native-like VC formant transitions. From the functional perspective, languages with unreleased stops may be expected to have robust formant patterns on the final portion of the preceding vowel, which allow listeners to identify the final consonant when it lacks an audible release burst (see e.g. Wright 2004). From the perspective of syllabic positions, it may be said that ‘coda’ stops are obligatorily released in Polish, yet may be unreleased in English. Thus, the traditional term ‘coda’ is insufficient to describe the prosodic properties of post-vocalic stops in Polish and English. These differences may be captured in the Onset Prominence framework (Schwartz 2013). In languages with unreleased stops, the mechanism of submersion places post-vocalic stops at the bottom of the representational hierarchy where they may be subject to weakening. Submersion produces larger prosodic constituents and thus has phonological consequences beyond ‘coda’ behavior.

Imitation of English vowel duration upon exposure to native and non-native speech

Abstract The study reproduces pilot work concerned with the imitation of English vowel duration by Polish learners (Zając 2013). Its aim was to expand on the findings of the previous study, i.e. determine if the magnitude of imitation may depend on the native/non-native status of the model talker and investigate whether the provision of explicit instructions to imitate at the beginning of the experiment affects convergence strategies of the participants. The dependent variable was the duration of three English front vowels analysed in shortening and lengthening contexts. The stimuli included pre-recorded English word pairs pronounced by a native and a non-native model talker. The experimental procedure consisted of three tasks: (1) reading the English word pairs displayed sequentially on a computer screen (baseline condition), producing the English words after exposure to (2) the native model talker’s voice and (3) the non-native model talker’s voice (shadowing conditions). The results show that the magnitude of imitation in the pronunciation of L2 learners may differ as a function of the model talker (native vs. non-native). The provision of explicit instructions to imitate at the beginning of the experimental procedure was found not to have a significant impact on the convergence strategies of the subjects.

Monitoring English Sandhi Linking – A Study of Polish Listeners’ L2 Perception

Abstract This paper presents a set of word monitoring experiments with Polish learners of English. Listeners heard short recordings of native English speech, and were instructed to respond when they recognized an English target word that had been presented on a computer screen. Owing to phonological considerations, we compared reaction times to two types of vowel-initial words, which had been produced either with glottalization, or had been joined via sandhi linking processes to the preceding word. Results showed that the effects of the glottalization as a boundary cue were less robust than expected. Implications of these findings for models of L2 speech are discussed. It is suggested that the prevalence of glottalization in L1 production makes listeners less sensitive to its effects as a boundary cue in L2.

Sound symbolism in vowels: Vowel quality, duration and pitch in sound-to-size correspondence

Abstract The study investigates sound symbolism, concentrating on vowel quality, duration, and pitch in sound-to-size correspondences. Thirty-one native speakers of Polish were asked to rate presented stimuli on a 1–7 point scale ranging from “small” to “big”. The stimuli consisted of /CVC/ sequences, with all six non-nasalized Polish vowels, blocked in three groups. In the first group, vowel quality was investigated, with duration and pitch unaltered. In the second group, vowel was manipulated to increase its duration by 50% relative to a baseline condition. In the third group, F0 of a vowel was linearly downshifted by a scaling factor of 0.8. The results revealed that neither vowel quality nor lowered pitch significantly influenced size ratings. Vowel duration, however, yielded significantly different ratings compared to a baseline condition. Longer durational values yielded “bigger” measures relative to normal duration. This result is taken as evidence that vowel duration has a relatively more robust effect on perception of size in Polish compared to vowel quality and pitch.

English word stress in Polish learners’ speech production and metacompetence

Abstract This paper focuses on the relations between conscious and subconscious aspects of English word stress acquisition. Using two tasks–reading and written word stress identification, we test metacompetence and production accuracy in the pronunciation of Polish learners, first year and third year English studies majors. The analysis of the collected data and correlations between the students’ metalinguistic knowledge and production accuracy, including error patterns and proportions, leads to conclusions concerning the significance of language awareness, learning experience and, indirectly, explicit didactic instruction for English word stress realization. Our results indicate that Polish learners tend to stress the word-initial syllable rather than the penult, typical of their native language. We have also observed a generally large, though smaller in more proficient learners, discrepancy between metacompetence and performance.

Perception of Allophonic Cues to English Word Boundaries by Polish Learners: Approximant Devoicing in English

Abstract The study investigates the perception of devoicing of English /w, r, j, l/ after /p, t, k/ as a word-boundary cue by Polish listeners. Polish does not devoice sonorants following voiceless stops in word-initial positions. As a result, Polish learners are not made sensitive to sonorant devoicing as a segmentation cue. Higher-proficiency and lower-proficiency Polish learners of English participated in the task in which they recognised phrases such as buy train vs. bite rain or pie plot vs. pipe lot. The analysis of accuracy scores revealed that successful segmentation was only above chance level, indicating that sonorant voicing/devoicing cue was largely unattended to in identifying the boundary location. Moreover, higher proficiency did not lead to more successful segmentation. The analysis of reaction times showed an unclear pattern in which higher-proficiency listeners segmented the test phrases faster but not more accurately than lower-proficiency listeners. Finally, #CS sequences were recognised more accurately than C#S sequences, which was taken to suggest that the listeners may have had some limited knowledge that devoiced sonorants appear only in word-initial positions, but they treated voiced sonorants as equal candidates for word-final and word-initial positions.

Phonological Factors Affecting L1 Phonetic Realization of Proficient Polish Users of English

Abstract Acoustic phonetic studies examine the L1 of Polish speakers with professional level proficiency in English. The studies include two tasks, a production task carried out entirely in Polish and a phonetic code-switching task in which speakers insert target Polish words or phrases into an English carrier. Additionally, two phonetic parameters are studied: the oft-investigated VOT, as well as glottalization vs. sandhi linking of word-initial vowels. In monolingual Polish mode, L2 interference was observed for the VOT parameter, but not for sandhi linking. It is suggested that this discrepancy may be related to the differing phonological status of the two phonetic parameters. In the code-switching tasks, VOTs were on the whole more English-like than in monolingual mode, but this appeared to be a matter of individual performance. An increase in the rate of sandhi linking in the code-switches, except for the case of one speaker, appeared to be a function of accelerated production of L1 target items.

‘Polglish’ in Polish Eyes: What English Studies Majors Think About Their Pronunciation in English

This paper reports on selected results of a large-scale questionnaire study conducted among Polish students of English. Continuing the tradition of pronunciation attitude surveys in Poland, the present study concentrates on a possible relationship between what students perceive as correct pronunciation and a Polish accent in English in correspondence to the level of studies (BA vs. MA) and gender. Supporting the results reported in earlier studies, the study shows that a vast majority of respondents want their pronunciation to be correct and would want to speak like native speakers, even if it required a lot of their time and effort; moreover, even though students may have doubts about success, they would prefer their pronunciation not to be Polish-accented. The decomposition of the data shows an effect of education level and gender on the results, with females less likely to claim that their pronunciation does not have Polish accent features, and MA students less concerned with Polish features in their English pronunciation than the BA students. This may suggest that a strongly negative attitude towards ‘Polglish’ depends on the education level and experience on the one hand, and a gender-specific approach to self-assessed accent features on the other.

Using FL Accent Imitation in L1 in Foreign-Language Speech Research

The article proposes the elicitation technique based on FL accent imitation in L1 for FL speech research. The assumption of the proposed technique is that learners will transfer those FL phonetic features into L1 that they perceive as salient or characteristic, which may be helpful in establishing a hierarchy of FL pronunciation features and their level of acquisition. The tested parameter in the current study was the Voice Onset Time in voiceless plosives. Ten Polish learners of English produced Polish words embedded in sentences in Polish accent and in imitated English accent in Polish. The results showed that they increased VOTs for /p, t, k/ in imitation of English accent, which shows that they transferred this parameter into Polish as a marker of English accent. Moreover, there was a significant positive correlation between the learners’ VOTs in English and in Polish with imitated English accent, indicating that the proposed elicitation technique is able to determine the degree of acquisition of the FL pronunciation feature.