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Effects of Prosody and Context on the Comprehension of Syntactic Ambiguity in English and Korean

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Effects of Prosody and Context on the Comprehension of Syntactic Ambiguity in English and Korean EFFECTS OF PROSODY AND CONTEXT ON THE COMPREHENSION OF SYNTACTIC AMBIGUITY IN ENGLISH AND KOREAN DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Soyoung Kang, B.A. M.A. ***** The Ohio State University 2007 Dissertation Committee: Approved by Professor Shari R. Speer, Adviser Professor Mary E. Beckman Professor Mineharu Nakayama Adviser Graduate Program in Linguistics ABSTRACT This study investigates how prosodic and contextual information affects the way syntactically am- biguous sentences in English and Korean are understood in spoken language comprehension. En- glish materials used include rarely studied present participial constructions. Korean materials in- clude a type of relative clause that contains empty pronouns as one of arguments, a structure that was never examined before. When these sentence materials were presented without biasing con- texts, results showed that prosodic phrasing largely determined meaning assignment. These results extended previous research that demonstrated prosodic effects on syntactically ambiguous struc- tures. Results from experiments that manipulated both prosodic and contextual information showed that prosodic information was still effective even in the presence of biasing contextual information. Taken together, these results demonstrate the robust effect of prosodic information and necessitate the inclusion of prosodic component in any model of spoken language processing. ii To my family. iii ACKNOWLEDGMENTS First, I would like to thank Shari Speer, Mary Beckman, and Mineharu Nakayama, whom I was really glad to have on my committee; I could not have wished for a better committee. Throughout the whole period of working on this dissertation, Shari has been incredibly supportive and encouraging and without her guidance and help, this work would not have been possible. If there is any good quality of a psycholinguist in me, I owe it to her. I am also greatly grateful to Mary, who never failed to suggest something to make my work better. Her extensive knowledge of not only her native language but Korean and Japanese, along with her enthusiasm with students’ work would be hard to find anywhere else. I am also glad to have JJ (Mineharu) on my committee. I have always felt comfortable talking to him about not only academic but personal subjects and he provided me with valuable and critical insights at the right time. Then, I have those incredible friends in the department who helped me in various stages of my writing. I am truly thankful to Vanessa Metcalf, who was kind enough to examine more than 2000 sentence completions! In addition, many discussions with her clarified my understanding of my own materials regarding their syntactic and semantic properties. Without her help, there would have been much delay and confusion. I thank Laurie Maynell, who let me use her nice voice for all my English experiments. I would not be able to find someone who is comparable to Laurie regarding the ability to produce sentences so consistently and the willingness to be of help at anytime. I would also like to thank Allison Blodgett, who has been a nice role model as a researcher and as a caring friend. A crucial component of my work benefited from an idea from her dissertation. iv Help from EunJong Kong cannot be emphasized too much. She not only produced all sentences for my Korean experiments but also rescued me from getting overwhelmed with phonetics and some statistical analyses. My thanks also go to the following people; Jeonghwa Shin and EunJong Na, who ran my Korean experiment and did many of phonetic analyses, and Jessica Votaw for running my English experiments, Kirk Baker, Jianguo Li for a helpful discussion about English materials, and Kiwako Ito, Pauline Welby, Andrea Sims, Adriane Boyd, Sharon Ross, Kathleen Currie Hall for helping me construct English examples, and Julie McGory for ToBI labeling. I also thank Craig Hilts for volunteering to proofread my dissertation. My life here would not have been enjoyable without following friends who provided me with not only encouragement but also time for fun; Allison Blodgett, Kyoung-Min Han, Kiwako Ito, EunJong Kong, Jungmee Lee, Yonghwa Lee, Laurie Maynell, Vanessa Metcalf, Jihyun Park, Jeonghwa Shin and Lei Xu. I would also like to thank the department of Linguistics, Peter Culicover and Beth Hume for financial support throughout my stay here. I am also thankful to Sun-Ah Jun, who always gives answers to my questions, Keith Johnson and Detmar Meurers, who served on my reading committee for two papers, former teachers, Hakan Kuh, who is now preaching in somewhere in the US, Jeong- Woon Park, Eun-Joo Kwak, Young-joo Kim and Mira Oh in Korea. Last but not least, I would not have been able to finish this work without the support from my family, especially from my husband, WonJoon Chung and my angelic son, Jihwan. WonJoon has always been supportive and never lost his humour even when I was under a lot of stress and cared less of other things. My son, Jihwan, seemed to know that his mother had to work and so started to sleep through the night starting when he was less than 4 months old. It is true that he took much of my working time but everytime I felt it impossible to finish this work, I looked at his sleeping face, and this gave me strength to continue and motivation to finish because I wanted him to be proud of me. v VITA 1991 ...........................................B.A. English Language and Literature, HongIk University, South Korea 1998 ...........................................M.A. English Linguistics, HongIk University, South Korea 1998–1999 .....................................Research Assistant, The Ohio State University 1999–2006 .....................................Teaching Assistant, The Ohio State University 2003 ...........................................M.A. Linguistics, The Ohio State University vi PUBLICATIONS 1. Kang, S, Speer, S.R & Nakayama, M. (2006). Effects of Intonational Phrase Boundaries on Ambiguous Syntactic Clause Boundaries in Japanese. In Proceedings of Japanese/Korean Linguistics Conference Proceedings 14. 2. Kang, S. & Speer, S.R. (2005). Effects of Prosodic Boundaries on Syntactic Disambiguation. In The special issue of Studia Linguistica. 3. Kang, S., Speer, S.R., & Nakayama, M. (2004). Effects of prosodic boundaries on ambiguous syntactic clause boundaries in Japanese. In Proceedings of the 8th International Conference on Spoken Language Processing Proceedings. 4. Kang, S. & Speer, S.R. (2004). Prosodic disambiguation of participle constructions in En- glish. ed. B. Bel and I. Marlien. In Proceedings of Speech Prosody 2004. pp.297–300. 5. Kang, S. & Speer, S.R. (2003). Prosodic Disambiguation of Ambiguous Clause Boundaries in Korean. ed. G. Garding and M. Tsujimura. In Proceedings of WCCFL 22. pp.259–272. Somerville, MA: Cascadilla Press. 6. Kang, S. & Speer, S.R. (2002). Prosody and clause boundaries in Korean. ed. B. Bel and I. Marlien. In Proceedings of Speech Prosody 2002. pp.419–421 FIELDS OF STUDY Major Field: Linguistics Specialization: Psycholinguistics vii TABLE OF CONTENTS Page Abstract ............................................ ii Dedication ........................................... iii Acknowledgments ....................................... iv Vita ............................................... vi List of Figures ......................................... xi 1 Introduction ........................................ 1 1.1 Ambiguity, context, and prosody . ....... 1 1.2 Prosodic structures of American English . .......... 7 1.3 Prosodic structures of Seoul Korean . ........ 9 1.4 Previous studies on the use of prosodic and contextual information in production andcomprehension .................................. 10 1.4.1 Studies that found that prosodic information is redundant.......... 10 1.4.2 Studies that showed consistent use of prosodic cues . ........... 16 1.5 Processing accounts of prosodic effects on comprehension . 21 1.5.1 Schafer(1997) ................................ 21 1.5.2 Watson and Gibson (2005) . 23 1.5.3 Blodgett(2004)................................ 24 1.6 Englishmaterials ................................ 25 1.7 Koreanmaterials ................................. 35 2 English participial constructions ............................. 43 2.1 English written pre-test 1 . ...... 44 2.1.1 Materials ................................... 44 2.1.2 Participants .................................. 44 2.1.3 Procedure................................... 45 2.1.4 Results .................................... 46 2.1.5 Discussion .................................. 47 2.2 English auditory experiment 1: Off-line listening comprehension test . 48 2.2.1 Materials ................................... 48 2.2.2 Participants .................................. 55 viii 2.2.3 Procedure................................... 55 2.2.4 Results .................................... 56 2.2.4.1 Results from understandability task . 56 2.2.4.2 Results from answering comprehension questions . ...... 56 2.2.4.3 Results from the rating task . 58 2.2.5 Discussion .................................. 59 3 English participle constructions with reflexive pronouns ............... 61 3.1 Pre-test 2: A written norming test . ....... 63 3.1.1 Materials ................................... 63 3.1.2 Procedure................................... 66 3.1.3 Participants .................................. 67 3.1.4 Results ...................................
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