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Listeners resolve ambiguities in speech perception using multiple sources, including non-local or distal speech rate (i.e., the speech rate of material surrounding a particular region). The ability to resolve ambiguities is particularly important for the perception of casual, everyday productions, which are often produced using phonetically reduced forms. Here, we examine whether the distal speech rate effect is specific to a lexical class of words and/or to particular lexical or phonological contexts. In Experiment 1, we examined whether distal speech rate influenced perception of phonologically similar content words differing in number of syllables (e.g., form/forum). In Experiment 2, we used both transcription and word-monitoring tasks to examine whether distal speech rate influenced perception of a reduced vowel, causing lexical reorganization (e.g., cease, see us). Distal speech rate influenced perception of lexical content in both experiments. This demonstrates that distal rate influences perception of a lexical class other than function words and affects perception in a variety of phonological and lexical contexts. These results support a view that distal speech rate is a pervasive source of information with far-reaching consequences for perception of lexical content and word segmentation.

Persuasiveness in oral communication in English can be expressed with various vocal phonetic cues that may not be readily accessible to English second language (L2) learners whose native language may employ a different set of cues. With a goal to increase L2 learners’ perceived spoken confidence and persuasiveness, and obtain empirical evidence for phonetic adjustments that native English speakers make to influence listeners, the current study explored the use of consonant prolongation in stressed syllable onsets for emphasis by native British English speakers and English L2 learners. The native speakers’ durations of continuant consonants and voiceless stop consonant voice onset times (VOTs) in (1) neutrally-produced speech and (2) persuasively delivered motivational/shocking/emotional messages were compared to Latvian L2 English speakers’ productions. The results revealed that in persuasive speech, the British speakers’ consonantal durations, particularly those of continuants, got significantly longer relative to the vowels that followed them; for English L2 learners, the duration of consonants did not change as a factor of speech type. This is in line with our previous research with American English speakers and carries implications for L2 speech learning and teaching.

The present study explored how persuasiveness is expressed phonetically in English and whether non-native speakers of English are able to employ L2 phonetic cues to convey importance in L2 in a native-like manner. An acoustic experiment compared English and Latvian speakers’ of English treatment of syllable-onset consonant duration relative to vowels in (i) neutral and (ii) persuasive speech contexts. Duration was measured in voiceless stops and continuants and a wide variety of vowels in the stressed syllables of key words. Results revealed that in persuasive speech, native English speakers significantly increased the proportion of consonantal duration, whereas no consonant lengthening was found in Latvian L1 and L2 productions. These findings provide evidence for the paralinguistic function of consonants and the existence of language-specific persuasion cues. Este estudio ha analizado como la persuasion se expresa foneticamente en ingles, y si los hablantes de ingles no nativos son capaces de transmitir importancia utilizando indicadores foneticos de la lengua extranjera de manera equivalente a los nativos ingleses. Un experimento acustico comparo la duracion de las consonantes que van al inicio de silabas en relacion con las vocales pronunciadas por hablantes nativos de ingles y hablantes nativos de leton que hablan ingles en el contexto del discurso neutral (i) y persuasivo (ii). Se midieron la duracion de las consonantes sordas oclusivas y de las continuas, asi como la duracion de las vocales de toda clase en las silabas acentuadas en palabras clave. Los resultados obtenidos revelaron que, en el discurso de persuasion, los hablantes nativos de ingles aumentan notablemente la duracion de las consonantes, mientras que los hablantes de leton no la aumentan ni en leton ni en ingles. Estos hallazgos demuestran la funcion paralinguistica de las consonantes y la existencia de indicadores de la persuasion propios de que cada idioma.

While appropriate stress and rhythm is of importance for any speaker’s intelligibility, such properties are critical for international teaching assistants (ITA), who deliver new and complex information to native speaker audiences. Given the limited time available for ITA instruction and the need for a time-efficient rhythm teaching method, this article reports findings of a small-scale feasibility study that tested the effectiveness of a synchronous speech component introduced into conventional rhythm instruction. Synchronous speech involves teacher and learner speaking in unison continuously, which allows the L2 learner to learn rhythm implicitly and uninterruptedly, and provides rich auditory-visual input, ample motor speech practice and real-time feedback, thereby automatizing rhythm patterns. In a 6-week-long pre-post experimental feasibility study, blind listeners evaluated pre- training and post-training recordings of ITA-produced speech. Data revealed a trend towards more improvement in L2 rhythm working with the synchronous speech technique. Results establish feasibility in both instruction and research.