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be capable of distinguishing length contrast when presented in conditions of relatively uniform speech rate. However, under conditions where speech normalization is required, they had difficulty with different types of syllable depending on their proficiency level. Advanced learners mistook CV for CVC in slow speech and Beginners, CVC and CVV for CV in fast speech. The results suggest a useful approach for L2 teaching of moraic timing. The main findings are summarized in Chapter 9 and pedagogical suggestions are offered to L2 instructors. To conclude, English L2 learners are able to acquire the unit of morae and moraic timing. However, L1 prosodic features that are unmarked have a strong influence on L2 speech production and can hinder moraic timing at times. �
Chiharu may be contacted at [email protected]
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