LINGUIST List 18.2781
Tue Sep 25 2007
Diss: Lang Acq/Phonology/Psycholing: Messum: 'The Role of Imitation...'
Editor for this issue: Luiza Newlin Lukowicz
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1. Piers
Messum,
The Role of Imitation in Learning to Pronounce
Message 1: The Role of Imitation in Learning to Pronounce
Date: 24-Sep-2007
From: Piers Messum <p.messumgmail.com>
Subject: The Role of Imitation in Learning to Pronounce
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Institution: University of London
Program: PhD Linguistics
Dissertation Status: Completed
Degree Date: 2007
Author: Piers Messum
Dissertation Title: The Role of Imitation in Learning to Pronounce
Dissertation URL: http://p.messum.googlepages.com/downloads
Linguistic Field(s):
Language Acquisition
Phonology
Psycholinguistics
Dissertation Director:
Michael Ashby
Brenda Cross
Dissertation Abstract:
Timing patterns and the qualities of speech sounds are two importantaspects of pronunciation. It is generally believed that imitation fromadult models is the mechanism by which a child replicates them. However,this account is unsatisfactory, both for theoretical reasons and because itleaves the developmental data difficult to explain.
I describe two alternative mechanisms. The first explains some timingpatterns (vowel length changes, 'rhythm', etc) as emerging because achild's production apparatus is small, immature and still being trained. Asa result, both the aerodynamics of his speech and his style of speechbreathing differ markedly from the adult model. Under their constraints thechild modifies his segmental output in various ways which have effects onspeech timing; but these effects are epiphenomenal rather than the resultof being modelled directly.
The second mechanism accounts for how children learn to pronounce speechsounds. The common, but actually problematic, assumption is that a childdoes this by judging the similarity between his own and others' output, andadjusting his production accordingly. Instead, I propose a role for thetypical vocal interaction of early childhood where a mother reformulates('imitates') her child's output, reflecting back the linguistic intentionsshe imputes to him. From this expert, adult judgment of either similarityor functional equivalence, the child can determine correspondences betweenhis production and adult output. This learning process is more complex thansimple imitation but generates the most natural of forms for the underlyingrepresentation of speech sounds. As a result, some longstanding problems inspeech can be resolved and an integrated developmental account ofproduction and perception emerges.
Pronunciation is generally taught on the basis that imitation is thenatural mechanism for its acquisition. If this is incorrect, thenalternative methods should give better results than achieved at present.
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