The role of phonology in non-native word learning: Evidence from cross-situational statistical learning

• Yuxin Ge ^[3] ; Padraic Monaghan ^[1] ; Patrick Rebuschat ^[2]
  1. [1] Lancaster University

     Lancaster University

     Lancaster, Reino Unido

     
  2. [2] University of Tübingen

     University of Tübingen

     Landkreis Tübingen, Alemania

     
  3. [3] Lancaster University, Lancaster, UK ; NOVA University Lisbon, Lisbon, Portugal

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• Localización: Bilingualism: Language and cognition, ISSN 1366-7289, Vol. 28, Nº 1, 2025, págs. 15-30
• Idioma: inglés
• DOI: 10.1017/S1366728923000986
• Texto completo no disponible (Saber más ...)
• Resumen

  • Adults often encounter difficulty perceiving and processing sounds of a second language (L2). In order to acquire word-meaning mappings, learners need to determine what the language-relevant phonological contrasts are in the language. In this study, we examined the influence of phonology on non-native word learning, determining whether the language-relevant phonological contrasts could be acquired by abstracting over multiple experiences, and whether awareness of these contrasts could be related to learning. We trained English- and Mandarin-native speakers with pseudowords via a cross-situational statistical learning task (CSL). Learners were able to acquire the phonological contrasts across multiple situations, but similar-sounding words (i.e., minimal pairs) were harder to acquire, and words that contrast in a non-native suprasegmental feature (i.e., Mandarin lexical tone) were even harder for English-speakers, even with extended exposure. Furthermore, awareness of the non-native phonology was not found to relate to learning.

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