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Cross-linguistic differences in prosodic cues to syntactic disambiguation in German and English

Published online by Cambridge University Press:  10 August 2012

MARY GRANTHAM O'BRIEN ,
CARRIE N. JACKSON  and
CHRISTINE E. GARDNER
MARY GRANTHAM O'BRIEN*
Affiliation:
University of Calgary
CARRIE N. JACKSON
Affiliation:
Pennsylvania State University
CHRISTINE E. GARDNER
Affiliation:
Pennsylvania State University
*
Mary Grantham O'Brien, Department of Germanic, Slavic and East Asian Studies, University of Calgary, C208 Craigie Hall, 2500 University Drive NW, Calgary, AB T2N 1N4, Canada. E-mail: [email protected]
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Abstract

This study examined whether late-learning English–German second language (L2) learners and late-learning German–English L2 learners use prosodic cues to disambiguate temporarily ambiguous first language and L2 sentences during speech production. Experiments 1a and 1b showed that English–German L2 learners and German–English L2 learners used a pitch rise and pitch accent to disambiguate PP-attachment sentences in German. However, the same participants, as well as monolingual English speakers, only used pitch accent to disambiguate similar English sentences. Taken together, these results indicate the L2 learners used prosody to disambiguate sentences in both of their languages and did not fully transfer cues to disambiguation from their first language to their L2. The results have implications for the acquisition of L2 prosody and the interaction between prosody and meaning in L2 production.

Type
Articles
Information
Applied Psycholinguistics , Volume 35 , Issue 1 , January 2014 , pp. 27 - 70
Copyright
Copyright © Cambridge University Press 2012 

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References

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