TY - JOUR
T1 - The acoustic features and didactic function of foreigner-directed speech : a scoping review
AU - Piazza, Giorgio
AU - Martin, Clara D.
AU - Kalashnikova, Marina
PY - 2022
Y1 - 2022
N2 - Purpose: This scoping review considers the acoustic features of a clear speech register directed to nonnative listeners known as foreigner-directed speech (FDS). We identify vowel hyperarticulation and low speech rate as the most representative acoustic features of FDS; other features, including wide pitch range and high intensity, are still under debate. We also discuss factors that may influence the outcomes and characteristics of FDS. We start by examining accommodation theories, outlining the reasons why FDS is likely to serve a didactic function by helping listeners acquire a second language (L2). We examine how this speech register adapts to listeners’ identities and linguistic needs, suggesting that FDS also takes listeners’ L2 proficiency into account. To confirm the didactic function of FDS, we compare it to other clear speech registers, specifically infant-directed speech and Lombard speech. Conclusions: Our review reveals that research has not yet established whether FDS succeeds as a didactic tool that supports L2 acquisition. Moreover, a complex set of factors determines specific realizations of FDS, which need further exploration. We conclude by summarizing open questions and indicating directions and recommendations for future research.
AB - Purpose: This scoping review considers the acoustic features of a clear speech register directed to nonnative listeners known as foreigner-directed speech (FDS). We identify vowel hyperarticulation and low speech rate as the most representative acoustic features of FDS; other features, including wide pitch range and high intensity, are still under debate. We also discuss factors that may influence the outcomes and characteristics of FDS. We start by examining accommodation theories, outlining the reasons why FDS is likely to serve a didactic function by helping listeners acquire a second language (L2). We examine how this speech register adapts to listeners’ identities and linguistic needs, suggesting that FDS also takes listeners’ L2 proficiency into account. To confirm the didactic function of FDS, we compare it to other clear speech registers, specifically infant-directed speech and Lombard speech. Conclusions: Our review reveals that research has not yet established whether FDS succeeds as a didactic tool that supports L2 acquisition. Moreover, a complex set of factors determines specific realizations of FDS, which need further exploration. We conclude by summarizing open questions and indicating directions and recommendations for future research.
UR - https://hdl.handle.net/1959.7/uws:78670
UR - https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=158620622&site=ehost-live&scope=site
U2 - 10.1044/2022_JSLHR-21-00609
DO - 10.1044/2022_JSLHR-21-00609
M3 - Article
SN - 1092-4388
VL - 65
SP - 2896
EP - 2918
JO - Journal of Speech\, Language\, and Hearing Research
JF - Journal of Speech\, Language\, and Hearing Research
IS - 8
ER -