Voice onset time and vowel formant measures in online testing and laboratory-based testing with(out) surgical face masks.

Since the COVID-19 pandemic started, conducting experiments online is increasingly common, and face masks are often used in everyday life. It remains unclear whether phonetic detail in speech production is captured adequately when speech is recorded in internet-based experiments or in experiments conducted with face masks. We tested 55 Spanish-Basque-English trilinguals in picture naming tasks in three conditions: online, laboratory-based with surgical face masks, and laboratory-based without face masks (control). We measured plosive voice onset time (VOT) in each language, the formants and duration of English vowels /iː/ and /ɪ/, and the Spanish/Basque vowel space. Across conditions, there were differences between English and Spanish/Basque VOT and in formants and duration between English /iː/-/ɪ/; between conditions, small differences emerged. Relative to the control condition, the Spanish/Basque vowel space was larger in online testing and smaller in the face mask condition. We conclude that testing online or with face masks is suitable for investigating phonetic detail in within-participant designs although the precise measurements may differ from those in traditional laboratory-based research.

One-to-One or One Too Many? Linking Sound-to-Letter Mappings to Speech Sound Perception and Production in Early Readers.

PURPOSE: Effects related to literacy acquisition have been observed at different levels of speech processing. This study investigated the link between orthographic knowledge and children's perception and production of specific speech sounds. METHOD: Sixty Spanish-speaking second graders, differing in their phonological decoding skills, completed a speech perception and a production task. In the perception task, a behavioral adaptation of the oddball paradigm was used. Children had to detect orthographically consistent /t/, which has a unique orthographic representation (〈t〉), and inconsistent /k/, which maps onto three different graphemes (〈c〉, 〈qu〉, and 〈k〉), both appearing infrequently within a repetitive auditory sequence. In the production task, children produced these same sounds in meaningless syllables. RESULTS: Perception results show that all children were faster at detecting consistent than inconsistent sounds regardless of their decoding skills. In the production task, however, the same facilitation for consistent sounds was linked to better decoding skills. CONCLUSIONS: These findings demonstrate differences in speech sound processing related to literacy acquisition. Literacy acquisition may therefore affect already-formed speech sound representations. Crucially, the strength of this link in production is modulated by individual decoding skills.

Second language attainment and first language attrition: The case of VOT in immersed Dutch-German late bilinguals.

Speech of late bilinguals has frequently been described in terms of cross-linguistic influence (CLI) from the native language (L1) to the second language (L2), but CLI from the L2 to the L1 has received relatively little attention. This article addresses L2 attainment and L1 attrition in voicing systems through measures of voice onset time (VOT) in two groups of Dutch-German late bilinguals in the Netherlands. One group comprises native speakers of Dutch and the other group comprises native speakers of German, and the two groups further differ in their degree of L2 immersion. The L1-German-L2-Dutch bilinguals (N = 23) are exposed to their L2 at home and outside the home, and the L1-Dutch-L2-German bilinguals (N = 18) are only exposed to their L2 at home. We tested L2 attainment by comparing the bilinguals' L2 to the other bilinguals' L1, and L1 attrition by comparing the bilinguals' L1 to Dutch monolinguals (N = 29) and German monolinguals (N = 27). Our findings indicate that complete L2 immersion may be advantageous in L2 acquisition, but at the same time it may cause L1 phonetic attrition. We discuss how the results match the predictions made by Flege's Speech Learning Model and explore how far bilinguals' success in acquiring L2 VOT and maintaining L1 VOT depends on the immersion context, articulatory constraints and the risk of sounding foreign accented.