Experience with a second language affects the use of fundamental frequency in speech segmentation

Abstract

This study investigates whether listeners' experience with a second language learned later in life affects their use of fundamental frequency (F0) as a cue to word boundaries in the segmentation of an artificial language (AL), particularly when the cues to word boundaries conflict between the first language (L1) and second language (L2). F0 signals phrase-final (and thus word-final) boundaries in French but word-initial boundaries in English. Participants were functionally monolingual French listeners, functionally monolingual English listeners, bilingual L1-English L2-French listeners, and bilingual L1-French L2-English listeners. They completed the AL-segmentation task with F0 signaling word-final boundaries or without prosodic cues to word boundaries (monolingual groups only). After listening to the AL, participants completed a forced-choice word-identification task in which the foils were either non-words or part-words. The results show that the monolingual French listeners, but not the monolingual English listeners, performed better in the presence of F0 cues than in the absence of such cues. Moreover, bilingual status modulated listeners' use of F0 cues to word-final boundaries, with bilingual French listeners performing less accurately than monolingual French listeners on both word types but with bilingual English listeners performing more accurately than monolingual English listeners on non-words. These findings not only confirm that speech segmentation is modulated by the L1, but also newly demonstrate that listeners' experience with the L2 (French or English) affects their use of F0 cues in speech segmentation. This suggests that listeners' use of prosodic cues to word boundaries is adaptive and non-selective, and can change as a function of language experience.

Fig 1. Schematic illustration of words in the AL without F0 cues (top panel) and the AL with F0 cues (bottom panel).

In each panel, the top row represents the sound wave, the middle row the pitch track, and the bottom row the words.

Fig 2. Functionally monolingual French and English listeners’ mean proportions of correct responses in the conditions without and with F0 cues to word-final boundaries.

The error bars represent one standard error of the mean; the horizontal line represents chance performance.

Fig 3. All listeners’ mean proportions of correct responses in the condition with F0 cues to word-final boundaries.

The error bars represent one standard error of the mean; the horizontal line represents chance performance.