Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-78c5997874-m6dg7 Total loading time: 0 Render date: 2024-11-10T14:13:50.391Z Has data issue: false hasContentIssue false

Chapter 11 - Effects of Linguistic Experience on the Perception of Korean Stops

from Part II - Phonetics and Phonology

Published online by Cambridge University Press:  30 September 2022

By
Sang Yee Cheon
Edited by
Sungdai Cho  and
John Whitman
Sungdai Cho
Affiliation:
Binghamton University, State University of New York
John Whitman
Affiliation:
Cornell University, New York
Get access

Summary

Chapter 11 shows how linguistic experience plays a vital role in the perception and production of L2 speech sounds. The study presented in this chapter examines the differences between advanced English-speaking heritage language (HL) and non-heritage language (non-HL) learners of Korean by looking at their cross-linguistic categorization patterns and their degree of accuracy in identifying Korean stops. As predicted, based on the SLM, HL learners’ performance was more similar to the Korean native speakers than was non-HL learners’ performance. The results suggest that early exposure to the HL does indeed give an advantage to HL learners over their advanced non-HL counterparts, and that longer exposure to the target language for non-HL learners has a positive but limited role in obtaining a native-like perception of the three-way contrasts in Korean stops.

Keywords

Korean stopsperceptionSpeech Learning ModelL2 phonologyL2 phoneticsheritage learnerslinguistic experience
Type
Chapter
Information
The Cambridge Handbook of Korean Linguistics , pp. 318 - 336
Publisher: Cambridge University Press
Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Au, T. K., Knightly, L. M., Jun, S-A., and Oh, J. S.. 2002. Overhearing a language during childhood. Psychological Science 13(3): 238–43.Google Scholar
Best, C. T. 1995. A direct realist view of cross-language speech perception. In Strange, W., Speech Perception and Linguistic Experience: Issues in Cross-Language Research. Baltimore: York Press, pp. 171–204.Google Scholar
Boersma, P. 2001. Praat, a system for doing phonetics by computer. Glot International 5(9/10): 341–5.Google Scholar
Brown, H. D. 2007. Principles of Language Learning and Teaching, 5th ed. White Plains, NY: Pearson Education.Google Scholar
Chang, C. B. 2019. Language change and linguistic inquiry in a world of multicompetence: Sustained phonetic drift and its implications for behavioral linguistic research. Journal of Phonetics 74: 96–113.Google Scholar
Chang, C. B., Yao, Y., Haynes, E. F., and Rhodes, R.. 2011. Production of phonetic and phonological contrast by heritage speakers of Mandarin. Journal of the Acoustical Society of America 129(6): 3964–80.Google Scholar
Cheon, S., and Lee, T.. 2013. Perception of Korean stops by heritage and non-heritage learners: Pedagogical implications for beginning learners. The Korean Language in America 18: 23–39.Google Scholar
Flege, J. E. 1987. The production of “new” and “similar” phones in a foreign language: Evidence for the effect of equivalence classification. Journal of Phonetics 15: 47–65.Google Scholar
Flege, J. E. 1995. Theory, findings, and problems. In Strange, W., ed., Speech Perception and Linguistic Experience: Issues in Cross-Language Research. Timonium, MD: York Press, pp. 229–73.Google Scholar
Flege, J. E., Yeni-Komshian, G. H., and Liu, S.. 1999. Age constraints on second-language acquisition. Journal of Memory and Language 41(1): 78–104.CrossRefGoogle Scholar
Godson, L. 2004. Vowel production in the speech of Western Armenian heritage speakers. Heritage Language Journal 2(1): 44–69.CrossRefGoogle Scholar
Jun, S-A. 1994. The status of lenis stop voicing rule in Korean. In Kim-Renaud, Y-K, ed., Theoretical Issues in Korean Linguistics. Stanford, CA: CSLI, pp. 101–14.Google Scholar
Jun, S-A. 2006. Phonological development of Korean: A case study. Harvard Studies in Korean Linguistics 11: 17–33.Google Scholar
Kim, M-R. 1994. Acoustic characteristics of Korean stops and perception of English stop consonants. Unpublished doctoral dissertation, University of Wisconsin, Madison.Google Scholar
Kim, M-R., and Lotto, A. J.. 2002. An investigation of acoustic characteristics of Korean stops produced by non-heritage learners. In Ree, J. J., ed., The Korean Language in America 7: 177–88.Google Scholar
Kondo-Brown, K., and Brown, J. D.. 2008. Teaching Chinese, Japanese and Korean Heritage Language Students: Curriculum Needs, Materials, and Assessment (ESL and Applied Linguistics Professional series). New York: Lawrence Erlbaum Associates/Taylor & Francis Group.Google Scholar
Laleko, O., and Polinsky, M.. 2013. Marking topic or marking case: A comparative investigation of heritage Japanese and heritage Korean. Heritage Language Journal 10(2): 40–64.Google Scholar
Lisker, L., and Abrahamson, A. S.. 1964. A cross-language study of voicing in initial stops: Acoustical measurements. Word 20: 384–422.Google Scholar
Nozawa, T., and Cheon, S.. 2014. The identification of stops in a coda position by native speakers of American English, Korean and Japanese. Journal of the Phonetic Society of Japan 18: 13–27.Google Scholar
Oh, J. S., Jun, S-A, Knightly, L. M., and Au, T. K.. 2003. Holding on to childhood language memory. Cognition 86(3): B53–64.Google Scholar
Schmidt, A. M. 2007. Cross-language consonant identification: English and Korean. In Bohn, O. S. and Munro, M. J., eds., Language Experience in Second Language Speech Learning: In Honor of James Emil Flege. Amsterdam: John Benjamins, pp. 185–200.CrossRefGoogle Scholar
UCLA Steering Committee. 2000. Heritage language research priorities conference report. Bilingual Research Journal 24(4): 465–74.Google Scholar
Valdés, G. 1995. The teaching of minority languages as academic aubjects: Pedagogical and theoretical challenges. The Modern Language Journal 79: 299–328.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×