BEGIN:VCALENDAR VERSION:2.0 PRODID:-//events.la.psu.edu//EN CALSCALE:GREGORIAN BEGIN:VTIMEZONE TZID:America/New_York BEGIN:STANDARD DTSTART:20201101T020000 TZOFFSETFROM:-0400 TZOFFSETTO:-0500 RRULE:FREQ=YEARLY;BYMONTH=11;BYDAY=1SU END:STANDARD BEGIN:DAYLIGHT DTSTART:20200308T020000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 RRULE:FREQ=YEARLY;BYMONTH=3;BYDAY=2SU END:DAYLIGHT END:VTIMEZONE BEGIN:VEVENT UID:16834-f4d439f9b0b34c37063b7c7c5725bfe5@events.la.psu.edu DTSTAMP:20260307T150509Z DTSTART;TZID=America/New_York:20180323T090000 DTEND;TZID=America/New_York:20180323T103000 SUMMARY:CLS Speaker Series - Rachel Hayes-Harb (University of Utah) Written Inpu t and the L2 Lexical-Phonological Acquisition of German Final Devoicing by Native English Speakers DESCRIPTION:Written Input and the L2 Lexical-Phonological Acquisition&nb sp\;of German Final Devoicing by Native English Speakers\n\nI will talk about recent and ongoing research in our lab on the ways in which audito ry and written input interact in second language lexical-phonological ac quisition. In German\, final obstruents are devoiced such that underlyin g voicing contrasts are (mostly) neutralized. For example\, /rad/ ‘wheel ’ and /rat/ ‘advice’\, spelled <\;Rad>\; and <\;Rat>\;\, are bot h pronounced [rat]). \; In a previous study\, colleagues and I have found that written forms in the input to native English learners can int erfere with their acquisition of target-like pronunciation of underlying ly voiced final obstruents (e.g.\, the letter <\;d>\; in <\;Rad> \; caused learners to misremember the surface voicing of the final obstr uent). However\, these learners were not exposed to the alternations\; t hat is\, they did not also learn suffixed (plural-like) forms like [rade n] and [raten] in which the underlying voicing contrast is maintained. M ore recently\, we have investigated whether exposure to both the singula r and plural forms of new words affects acquisition of final devoicing\, and whether it interacts with the previously-observed interference effe ct of written input. We taught native English speakers with no prior Ger man learning experience a set of singular and plural(-like) German nonwo rds with and without alternating surface forms\, (e.g.\, [trop\, troben] spelled <\;trob\, troben>\; and [krat\, kraten] spelled <\;krat\, kraten>\;) along with pictured ‘meanings’ (e.g.\, butterfly\, boot) i n two conditions: with and without accompanying written forms. In a subs equent picture naming task\, we measured the proportion of the time that learners produced underlyingly voiced final obstruents as voiceless. We predicted that all participants would produce underlyingly voiced obstr uents as voiceless more often in singular than plural forms\, but that t he participants who were exposed to written input would be more likely t han those who were not to (inappropriately) produce word-final obstruent s as voiced. Both hypotheses were supported\, suggesting that the availa bility of the surface alternation in the auditory input led participants to learn the final devoicing rule to some extent\, and further that the availability of potentially misleading orthographic input interferes wi th the acquisition of the German pattern of surface voicing even when au ditory evidence of the alternation is available. In a follow-up experime nt we are currently investigating the acquisition of the process of fina l devoicing by determining whether participants devoice finally when the y only have access to the plural forms of new words. I will discuss the findings of these studies as they relate to the effects of various sourc es of input in second language acquisition.\n\nFor more details: https:/ /events.la.psu.edu/event/cls-speaker-series-rachel-hayes-harb-university -of-utah-written-input-and-the-l2-lexical-phonological-acquisition-of-ge rman-final-devoicing-by-native-english-speakers/ X-ALT-DESC;FMTTYPE=text/html:

Written Input and the L2 Lexi cal-Phonological Acquisition of German Final Devoicing by Na tive English Speakers


I will talk about rec ent and ongoing research in our lab on the ways in which auditory and wr itten input interact in second language lexical-phonological acquisition . In German, final obstruents are devoiced such that underlying voicing contrasts are (mostly) neutralized. For example, /rad/ ‘wheel’ and /rat/ ‘advice’, spelled <Rad> and <Rat>, are both pronounced [rat ]).  In a previous study, colleagues and I have found that written forms in the input to native English learners can interfere with their a cquisition of target-like pronunciation of underlyingly voiced final obs truents (e.g., the letter <d> in <Rad> caused learners to mi sremember the surface voicing of the final obstruent). However, these le arners were not exposed to the alternations; that is, they did not also learn suffixed (plural-like) forms like [raden] and [raten] in which the underlying voicing contrast is maintained. More recently, we have inves tigated whether exposure to both the singular and plural forms of new wo rds affects acquisition of final devoicing, and whether it interacts wit h the previously-observed interference effect of written input. We taugh t native English speakers with no prior German learning experience a set of singular and plural(-like) German nonwords with and without alternat ing surface forms, (e.g., [trop, troben] spelled <trob, troben> an d [krat, kraten] spelled <krat, kraten>) along with pictured ‘mean ings’ (e.g., butterfly, boot) in two conditions: with and without accomp anying written forms. In a subsequent picture naming task, we measured t he proportion of the time that learners produced underlyingly voiced fin al obstruents as voiceless. We predicted that all participants would pro duce underlyingly voiced obstruents as voiceless more often in singular than plural forms, but that the participants who were exposed to written input would be more likely than those who were not to (inappropriately) produce word-final obstruents as voiced. Both hypotheses were supported , suggesting that the availability of the surface alternation in the aud itory input led participants to learn the final devoicing rule to some e xtent, and further that the availability of potentially misleading ortho graphic input interferes with the acquisition of the German pattern of s urface voicing even when auditory evidence of the alternation is availab le. In a follow-up experiment we are currently investigating the acquisi tion of the process of final devoicing by determining whether par ticipants devoice finally when they only have access to the plural forms of new words. I will discuss the findings of these studies as they rela te to the effects of various sources of input in second language acquisi tion.


For more details: https://events.la.psu.edu/even t/cls-speaker-series-rachel-hayes-harb-university-of-utah-written-input- and-the-l2-lexical-phonological-acquisition-of-german-final-devoicing-by -native-english-speakers/

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