Phonology in multilingual grammars : representational complexity and linguistic interfaces

Cover
Phonology in Multilingual Grammars
Copyright
Dedication
Contents
List of Figures
List of Tables
Preface
Acknowledgements
List of Abbreviations
1. Overture
	1.1 Introduction
	1.2 Traditional Context of L2 Speech
	1.3 L2 Phonology
		1.3.1 Background in Learnability
	1.4 Interlanguage Grammars
		1.4.1 Sources of Knowledge
			1.4.1.1 Universal Grammar
			1.4.1.2 Input Effects
			1.4.1.3 Components of L1 Knowledge (a.k.a. Transfer)
	1.5 Phonological Knowledge
		1.5.1 Externalism
		1.5.2 Emergentism
		1.5.3 Essentialism
		1.5.4 Phonology as Cognition
2. Phonological Grammars
	2.1 Introduction
		2.1.1 The Deficit Hypothesis
		2.1.2 Phonological Features
		2.1.3 Robust Cues
	2.2 Methodological Issues
		2.2.1 Discrimination
		2.2.2 Lexical Selection
	2.3 L2 Empirical Studies
		2.3.1 Features
		2.3.2 Non-​robust Cues
		2.3.3 Syllables
			2.3.3.1 Markedness
			2.3.3.2 Typological Universals
		2.3.4 Differing Repair Strategies
	2.4 Ultimate Attainment
		2.4.1 Full Transfer /​ Full Access in Phonology?
	2.5 Accessing Grammars
		2.5.1 Deficits Revisited
		2.5.2 Stress Deafness
			2.5.2.1 Literature Review
			2.5.2.2 Acoustic Properties of Stress
			2.5.2.3 Tasks
			2.5.2.4 What about Representation?
			2.5.2.5 Linguistic Assumptions
		2.5.3 Acquiring Stress
			2.5.3.1 Chinese and Japanese and Stress Deafness
	2.6 Individual Differences
		2.6.1 Working Memory
		2.6.2 Phonological Processing
	2.7 Preserving L1 Features in an L2: A Look at Chain Shift
	2.8 Intra-​constituent Licensing (Redeployment)
		2.8.1 Korean Phonology
		2.8.2 Finnish Phonology
		2.8.3 L2 Data
		2.8.4 Finnish Borrowings
		2.8.5 Sonorant Voice Structure
		2.8.6 A Parsing Comparison
	2.9 Phonological Parsing
	2.10 Representational Realism
	2.10.1 Results
	2.10.2 Summary
	2.11 Conclusion
3. The Phonetics/​Phonology Interface
	3.1 Introduction
	3.2		 Abstract Representations
		3.2.1 Background
	3.3 Perceptibility
		3.3.1 Calculating Auditory Distance
		3.3.2 Empirical Results
		3.3.3 Concerns
		3.3.4 Differential Substitution
	3.4 Mechanisms of Acquisition
	3.5 Intake Frequency: Acquisition by Phonetics
		3.5.1 Inaccuracies on Non-​L1 Features
		3.5.2 Accurate Perception of Non-​L1 Features
		3.5.3 Properties of the Input Signal
		3.5.4 Intake
		3.5.5 Philosophical Grounds
		3.5.6 Frequency Redux
		3.5.7 The Mechanism
	3.6 Redeployment: Acquisition by Phonology
		3.6.1 L2 Acquisition of Length
			3.6.1.1 Tasks and Stimuli
			3.6.1.2 AXB Auditory Discrimination
			3.6.1.3 Lexical Knowledge Task
			3.6.1.4 Picture Identification Task
			3.6.1.5 Results and Discussion
			3.6.1.6 Picture Identification Results
			3.6.1.7 Why Do They Get Better?
	3.7 Illusory Vowels in Production and Perception
		3.7.1 Escher’s Problem
		3.7.2 Perceptual Illusions
		3.7.3 Redeployment Redux
			3.7.3.1 Persian and Arabic
			3.7.3.2 Subjects and Tasks
			3.7.3.3 Discrimination
			3.7.3.4 Forced Choice
			3.7.3.5 Sentence Reading
			3.7.3.6 Picture Naming
			3.7.3.7 Nonce Word Writing
			3.7.3.8 Elicited Imitation
			3.7.3.9 Discussion
		3.7.4 ‘Hearing’ sC Sequences
		3.7.5 What about Production?
		3.7.6 Redeployment of Features
		3.7.7 Direct Mapping of Acoustics onto Phonology (DMAP)
		3.7.8 Universals
			3.7.8.1 Differing Repair Strategies as Evidence of Knowledge of Markedness
	3.8 Conclusion
4. The Phonology/​Morphology Interface
	4.1 Introduction
	4.2 The Prosodic Transfer Hypothesis
	4.3 Right-​Edge Clusters
	4.4 Morphological Theories
		4.4.1 Distributed Morphology
	4.5 Case I: Word Recognition and the Bilingual Lexicon
		4.5.1 Phonology Meets the Lexicon
		4.5.2 Psycholinguistic Methods
		4.5.3 The Bilingual Lexicon
		4.5.4 The Role of Phonology
		4.5.5 Competition for Root Insertion
	4.6 Case II: Abrahamsson Revisited: A Distributed Morphology Analysis of Swedish Codas
		4.6.1 The Data
		4.6.2 A Distributed Morphology Reanalysis
	4.7 Case III: L2 Allomorphy
		4.7.1 L2 Learners
			4.7.1.1 Methodology
			4.7.1.2 The Task
			4.7.1.3 Phonology, Silent Reading, and Lexical Activation
			4.7.1.4 Bilingual Lexicon and Non-​selective Access
			4.7.1.5 Results
			4.7.1.6 No Impossible (L2 Turkish) Grammars
			4.7.1.7 Secondary Feature Spreading
			4.7.1.8 No Crossing Constraint
			4.7.1.9 No Impossible (L2 German) Grammars
		4.7.2 Poverty of the Stimulus
		4.7.3 Summary
	4.8 Case IV: Intraword Codeswitching
		4.8.1 ICS and Phonology
		4.8.2 Why No Phonological Switching?
		4.8.3 Summary
	4.9 Conclusion
5. The Phonology/​Syntax Interface
	5.1 Introduction
	5.2 L2 Sentence Processing
		5.2.1 The Reading Process
		5.2.2 The Sentence Parser
		5.2.3 Prosodic Constraints on Reanalysis
		5.2.4 Relative Clause Attachment Preferences and Prosody
		5.2.5 Phonological Coding
		5.2.6 The Implicit Prosody Hypothesis
		5.2.7 Phonological Coding and Hearing Loss
			5.2.7.1 The Subjects and Methods
			5.2.7.2 Prosodic Constraint on Reanalysis in Hard of Hearing
			5.2.7.3 Offline Results
			5.2.7.4 Eye-​Tracking and Reanalysis
			5.2.7.5 Implicit Prosody and RC Attachment in Hard of Hearing
			5.2.7.6 Results: Offline Tasks
			5.2.7.7 Results: Online Tasks
			5.2.7.8 ASL Phonology
			5.2.7.9 Summary
	5.3 L2 WH-​Questions
		5.3.1 Contiguity Theory
		5.3.2 Match Theory
		5.3.3 What Is to Be Acquired?
		5.3.4 Methodology
			5.3.4.1 The Task
			5.3.4.2 The Structure of the Argument
			5.3.4.3 Interlanguages as Natural Languages
		5.3.5 The Role of Input
		5.3.6 Shallow Structure
		5.3.7 Phonetics and Phonology
		5.3.8 Results
			5.3.8.1 Pitch Boost
			5.3.8.2 Prosodic Structure
			5.3.8.3 Architectural Implications
			5.3.8.4 Effects of Instruction /​ UG-​Constrained Interlanguage
		5.3.9 Interfaces
			5.3.9.1 Phonetics and Phonology
			5.3.9.2 Return to Learnability
		5.3.10 Summary
	5.4 Conclusions
6. Underture
	6.1 Introduction
		6.1.1 Bayesian Epistemology
	6.2 Why Is GenSLA Phonology the Pariah?
	6.3 GenSLA and Pedagogy
	6.4 Wrapping Up
	6.5 Epilogue
Appendix A: Reading Sentences
Appendix B: Subject Profiles
References
Index