Stop consonant production by French-English bilingual children in Southern Alberta

Auteurs-es

  • Justin Turner University of Lethbridge
  • Nicole Netelenbos
  • Nicole Rosen
  • Fangfang Li

Résumé

Justin Turner1, Nicole Netelenbos1, Nicole Rosen2, Fangfang Li1

 

1. Department of Psychology, University of Lethbridge, Lethbridge, Alberta

 

2. Department of Linguistics, University of Manitoba, Winnipeg, Manitoba

 

ABSTRACT


In this study, we report the speech production pattern of French-English bilingual children located in English-dominant Southern Alberta, all of whom currently attend a Francophone school. Specifically, ten fifth graders were engaged in a speech repetition task, producing a series of words beginning with one of the six stop consonants (/p/, /b/, /t/, /d/, /k/, and /g/) in both English and French. Voice onset time (VOT) was employed as the acoustic measure to gauge both L1 and L2 proficiency and the interaction between L1 and L2. The results revealed native-like competence in Francophone schoolchildren's English production for both voiced and voiceless stops. With respect to their French, these children also exhibit native-like VOT values for their voiceless stops, but intermediate negative values for their voiced stops, suggesting an influence of the English-dominant social context.

Biographie de l'auteur-e

Justin Turner, University of Lethbridge

Undergraduate Honours Student and Research AssistantDepartment of Psychology

Fichiers supplémentaires

Publié-e

2014-08-18

Comment citer

1.
Turner J, Netelenbos N, Rosen N, Li F. Stop consonant production by French-English bilingual children in Southern Alberta. Canadian Acoustics [Internet]. 18 août 2014 [cité 28 nov. 2024];42(3). Disponible à: https://jcaa.caa-aca.ca/index.php/jcaa/article/view/2709

Numéro

Vol. 42 No. 3 (2014)

Rubrique

Actes du congrès de la Semaine canadienne d'acoustique

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