Gradient and Categorical Effects in Native and Non-native Nasal-rhotic Coordination
Bibliographic record
Abstract
Languages are known to differ in their patterns of consonant-to-consonant coordination. Acquisition of a second language (L2) therefore involves learning these language-specific coordination patterns and the corresponding coarticulation and assimilation processes within and across words. This paper seeks to determine whether L2 learners of English acquire the target pattern of gradient assimilation of the nasal + rhotic sequence in English (e.g. in Rome). Electropalatographic data were obtained from nine learners of English (native speakers of French, Japanese, and Spanish) and three Canadian English controls. The results revealed that, although the learners had largely acquired the English rhotic articulation, most of them (Japanese and Spanish speakers, in particular) had not fully mastered the target C-C coordination patterns. This is consistent with findings of previous acoustic studies of L2 timing and coarticulation, highlighting the difficulty of acquiring gradient phonetic phenomena.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".