Published online by Cambridge University Press: 01 January 2026
This article follows a change in pronunciation of word-medial intervocalic /t/ in New Zealand English, as it unfolds over 120 years. Data are analyzed in the context of questions about the role of experience-based lexical representations and their potential impact on the time course of sound change in progress. Three major results are reported. First, frequent words lead the change. Second, the distributions of individual words affect their participation in the change: words favored by younger speakers are produced with newer variants. Finally, the topic of conversation affects which variant is favored: older topics elicit older variants. Together, these findings provide evidence that phonetic distributions of word-level representations are implicated in the course of sound change.
This research was made possible by a Royal Society of New Zealand Marsden Fund Grant and a Rutherford Discovery Fellowship to JH, a University of Canterbury Erskine Fellowship to PF, and a Leverhulme Trust Visiting Professorship awarded to PF on behalf of JH. We are very grateful to the following people for discussions, feedback, and other contributions: Robert Fromont, Ghada Khattab, Abby Walker, Anne Cutler, Pat LaShell, Mike Peek, Janet Pierrehumbert, Márton Sóskuthy, Gerry Docherty, Vince Hughes, members of NZILBB, and the referees and editors of Language. We particularly thank Pat LaShell for help with the R code that automated the process described in §3.3. The article uses data from the Canterbury Corpus, which was collected by members of the NZ English class of the Linguistics Department, University of Canterbury; and the Mobile Unit, which was collected by the Mobile Disc recording Unit of the NZ Broadcasting Service. It also utilizes word-frequency statistics from the Intermediate Archive, for which the data were collected by Rosemary Goodyear, Lesley Evans, and members of the ONZE team. The work done by members of the Origins of New Zealand English Project (ONZE) in preparing the data, making transcripts, and obtaining background information is also acknowledged. The two authors contributed equally to this work.