Technology for L1 Kichwa/L2 Spanish Speakers’ Vowel Sound Production of English as Their L3

2021 ◽  
pp. 253-262
Author(s):  
Soledad Chango ◽  
Mayorie Chimbo ◽  
Wilma Suárez ◽  
Ana Vera-de la Torre
Keyword(s):  
Sound Production ◽  
Spanish Speakers ◽  
Vowel Sound ◽  
L2 Spanish

An exploratory study on pro-drop in a written description task in L2 Spanish

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
An Vande Casteele ◽  
Alejandro Palomares Ortiz
Keyword(s):  
Language Learners ◽  
Native Speakers ◽  
Mother Tongue ◽  
Spanish Speakers ◽  
Control Group ◽  
L2 Spanish ◽  
Spanish Language Learners ◽  
Description Task ◽  
Experimental Group ◽  
Written Description

Abstract The present article aims at investigating the pro-drop phenomenon in L2 Spanish. The phenomenon of pro-drop or null subject is a typological feature of some languages, which are characterized by an implicit subject in cases of topic continuity. More specifically, behaviour regarding subject (dis)continuity in Spanish differs from French. This paper will offer a contrastive analysis on subject realisation by French learners of L2 Spanish compared to L1 Spanish speakers. So, the goal of this pilot study is to see if a different functioning in pro-drop in the mother tongue also influences the L2. The study is based upon a written description task presented to the two groups of participants: the experimental group of French mother tongue L2 Spanish language learners and the control group of Spanish native speakers.

TOWARD A DYNAMIC VIEW OF SECOND LANGUAGE COMPREHENSIBILITY

2019 ◽  
Vol 41 (04) ◽  
pp. 647-672 ◽  
Author(s):  
Charles Nagle ◽  
Pavel Trofimovich ◽  
Annie Bergeron
Keyword(s):  
Second Language ◽  
Spanish Speakers ◽  
Native Spanish Speakers ◽  
Stimulated Recall ◽  
Dynamic View ◽  
Audio Clip ◽  
Global Ratings ◽  
University Level ◽  
L2 Spanish ◽  
Listening Task

AbstractThis study took a dynamic approach to second language (L2) comprehensibility, examining how listeners construct comprehensibility profiles for L2 Spanish speakers during the listening task and what features enhance or diminish comprehensibility. Listeners were 24 native Spanish speakers who evaluated 2–5 minute audio clips recorded by three university-level L2 Spanish speakers responding to two prompts. Listeners rated comprehensibility dynamically, using Idiodynamic Software to upgrade or downgrade comprehensibility over the course of the listening task. Dynamic ratings for one audio clip were video-captured for stimulated recall, and listeners were interviewed to understand which aspects of L2 speech were associated with enhanced versus diminished comprehensibility. Results indicated that clips that were downgraded more often received lower global ratings but upgrading was not associated with higher ratings. Certain problematic features and individual episodes caused listeners’ impressions to converge, though substantial individual variation among listeners was evident.

Acoustic Correlates of the Spanish Tap-Trill Contrast: Heritage and L2 Spanish Speakers

2016 ◽  
Vol 13 (2) ◽  
pp. 88-112 ◽  
Author(s):  
Mark Amengual
Keyword(s):  
Spanish Speakers ◽  
Heritage Speakers ◽  
Apical Constriction ◽  
Acoustic Correlates ◽  
Phonological Contrast ◽  
L2 Learners ◽  
Sources Of Variation ◽  
L2 Spanish ◽  
English Dominant ◽  
Spanish Heritage Speakers

The present study investigates the acoustic correlates of the Spanish tap-trill phonological contrast (/ɾ/-/r/) in the production of 40 Spanish heritage speakers and 20 L2 Spanish learners in Northern California. The acoustic analyses examined the number of occlusions and overall duration in the production of phonemic trills, while the phonetic variants of the phonemic tap were based on the degree of apical constriction: true tap, approximant tap, and perceptual tap. The results from a reading-aloud task indicate that most speakers produced non-canonical phonemic trills with one or zero occlusions and maintain the Spanish tap-trill phonological contrast largely by means of segmental duration, and that this is especially true for L2 learners and English-dominant heritage speakers. In contrast, Spanish-dominant heritage speakers produced the majority of their trills with two or three brief occlusions between the tongue apex and the alveolar ridge. These data confirm that heritage speakers are a heterogeneous group and that variance in their rhotic production is a result of language dominance: English-dominant heritage speakers and L2 learners are most likely to exhibit a modified system to maintain the rhotic phonological contrast in comparison to Spanish-dominant heritage speakers. The findings of this study add to our understanding of the sources of variation in heritage and L2 pronunciation by investigating a largely understudied bilingual population that has traditionally been ignored in bilingual phonetic research.

Code-switching at the auxiliary-VP boundary

2015 ◽  
Vol 5 (3) ◽  
pp. 379-407 ◽  
Author(s):  
David Giancaspro
Keyword(s):  
Research Program ◽  
Implicit Knowledge ◽  
Judgment Task ◽  
Code Switching ◽  
Spanish Speakers ◽  
Syntactic Knowledge ◽  
Heritage Spanish Speakers ◽  
The Subject ◽  
L2 Spanish ◽  
Auxiliary Verb

While early code-switching research (i.e., Poplack, 1980) focused on the possibility of universal constraints on switching, MacSwan’s (2010, 2014) “Constraint-Free” research program centers on the notion that code-switching is only constrained by the interaction of a bilingual’s two grammars. In following with this proposal, the current study examines whether two types of Spanish-English bilinguals are equally sensitive to the (un)grammaticality of Spanish-English code-switching at the subject-predicate and auxiliary-verb phrase boundaries. Twenty-five heritage Spanish speakers and forty-four L2 Spanish learners completed an Audio Naturalness Judgment Task in which they judged grammatical and ungrammatical Spanish-English code-switching at these two syntactic junctions. Results indicate that the L2 Spanish speakers and the heritage bilinguals, regardless of their self-reported exposure to code-switching, correctly differentiated between grammatical and ungrammatical switches, suggesting that they have implicit knowledge of code-switching grammaticality which falls out from syntactic knowledge of the two languages.

The acquisition of Focus in L2 Spanish

2018 ◽  
Vol 35 (4) ◽  
pp. 449-477 ◽  
Author(s):  
Tania Leal ◽  
Emilie Destruel ◽  
Bradley Hoot
Keyword(s):  
Native Speakers ◽  
Spanish Speakers ◽  
Response Patterns ◽  
Interface Hypothesis ◽  
L2 Spanish ◽  
Information Focus ◽  
Focus Marking ◽  
Discourse Interface ◽  
Recent Experimental Work

This paper examines the strategies used by speakers of Spanish as a second language (L2) for marking Information Focus, a phenomenon found at the syntax–discourse interface. Sorace and colleagues have proposed the Interface Hypothesis, according to which the syntax–discourse interface poses unique challenges for bilinguals (Sorace, 2011). With respect to Spanish, there exists a gap between the theoretical and empirical literatures on Focus realization; the former suggests that Focus must appear in sentence-final position, yet recent experimental work challenges this claim, showing that Focus commonly remains in situ. Using a speeded production task, we compared the response patterns of L2 Spanish speakers to that of natives in order to bring additional evidence to bear on the debate. Results revealed an asymmetry: L2 learners converged with native speakers on Subject Focus but not on Object Focus, where proficiency mediated overall divergences, indicating a change toward more nativelike Focus-marking strategies over time. We discuss our findings in light of the Interface Hypothesis and existing theories of Focus marking in Spanish.

scholarly journals Failed gender agreement in L1 English L2 Spanish: Syntactic or lexical problem?

2021 ◽  
Author(s):  
Alena Kirova ◽  
José Camacho
Keyword(s):  
Critical Period ◽  
Reaction Times ◽  
Spanish Speakers ◽  
Gender Agreement ◽  
Gender Assignment ◽  
Syntactic Features ◽  
L2 Spanish ◽  
And Control ◽  
L1 English ◽  
Do So

According to representational accounts (Hawkins & Franceschina, 2004), the inability to acquire abstract syntactic features after a critical period explains L2 difficulties with gender, while according to lexical accounts (Grüter et al. 2012; Hopp 2012), gender assignment issues – the inability to assigned to a target-like class accounts for these difficulties. We explore three potential agreement cues: 1) semantic gender relating to sex (e.g. ‘girl’ vs. ‘boy’) 2) morphophonological transparency cues, and 3) syntactic agreement cues. Semantic and morphophonological cues may facilitate gender agreement only for a subset of nouns, whereas agreement cues can do so for all nouns, including opaque gender nouns that do not have semantic gender. Seventeen low proficiency and sixteen high proficiency L1 English L2 Spanish speakers and seventeen native Spanish controls judged the grammaticality of 60 experimental sentences. We compared participants’ gender agreement accuracy and reaction times (RTs) on experimental items with and without semantic gender, and with and without transparent gender morphemes. Semantic gender did not serve as a cue for gender assignment/agreement; instead, it slowed down RTs in high proficiency and control participants. Morphophonological cues significantly increased accuracy and decreased RTs in all groups. Finally, agreement cues did not seem to help low proficiency learners, since their accuracy on opaque nouns was barely above chance. This suggests that they did not effectively use agreement cues to assign gender. By contrast, high proficiency learners exhibited native-like accuracy on opaque nouns. These findings support the lexical accounts of gender agreement difficulties, against the representational accounts.

L2 Spanish clitic pronouns

2020 ◽  
Vol 11 (1) ◽  
pp. 99-129
Author(s):  
Meghann M. Peace
Keyword(s):  
Dynamic System ◽  
Language Learners ◽  
English Learners ◽  
Second Language Learners ◽  
Spanish Speakers ◽  
Cross Sectional ◽  
Number Of Factors ◽  
Stimulated Recall ◽  
L2 Spanish ◽  
Sectional Analysis

Abstract Spanish clitic pronouns present multiple morphosyntactic and semantic challenges to second language learners. One particular issue is that of case marking, which can be further complicated by variable native input. As a result, a number of factors have been proposed to explain L2 clitics, such as acquisition sequences, classroom input, dialect-specific input, and animacy cues (e.g. Andersen, 1984; Geeslin, García-Amaya, Hasler-Barker, Henriksen, & Killam, 2010; Malovrh, 2008; Malovrh & Lee, 2013; VanPatten, 1990; Zyzik, 2004). This paper uses the Dynamic Systems Theory to describe and explain L2 Spanish clitic development. The multiple social and linguistic variables that interact in clitic production suggest that clitics constitute a dynamic system. The data presented here come from a cross-sectional analysis of four groups of university-level L1 English learners of L2 Spanish, as well as a group of native Spanish speakers, who produced semi-spontaneous narration as well as post-production stimulated recall and interview. The results show a progression that is not always linear in terms of certain levels, learners, and measures. The quantitative and qualitative results reveal various interrelated social, linguistic, and cognitive factors which all play a role in the dynamic system of clitic case development.

Prosodic timing and language contact: Spanish and Yagua in Amazonian Peru

2017 ◽  
Vol 10 (2) ◽  
Author(s):  
Nicholas Henriksen ◽  
Stephen Fafulas
Keyword(s):  
Language Contact ◽  
Acoustic Analysis ◽  
Spanish Speakers ◽  
Oral Narratives ◽  
L2 Spanish ◽  
Spanish Bilinguals

AbstractThis study examines measures of prosodic timing (i. e., segment-to-segment durational variability) in Yagua and Spanish spoken in Amazonian Peru. We performed an acoustic analysis of consonantal and vocalic durations from sociolinguistic interviews in Spanish (for Yagua-Spanish bilinguals and Spanish monolinguals) and from oral narratives in Yagua (for Yagua-Spanish bilinguals). Subsequently, we applied variability metrics to the speech of each group to compare their respective timing values. Our results show that, first, Yagua displays more segment-to-segment durational variability than monolingual Spanish. Second, L1-Yagua/L2-Spanish speakers show primarily Yagua-like timing values in Spanish, whereas Yagua-Spanish simultaneous bilinguals show primarily Spanish-like values in Spanish. These results suggest that ethnic Yagua communities are converging toward Spanish-like patterns of prosodic timing. This research contributes to the Spanish contact and prosodic timing literature by offering bilingual and monolingual data from one of the world’s most complex and typologically diverse geolinguistic areas.

Phonological (in)visibility

2019 ◽  
Vol 5 (3) ◽  
pp. 435-463
Author(s):  
Whitney Chappell
Keyword(s):  
Linear Regression ◽  
Regression Models ◽  
Native Speaker ◽  
Age Of Acquisition ◽  
Spanish Speakers ◽  
Linear Regression Models ◽  
L2 Proficiency ◽  
Perceptual Strategy ◽  
L2 Spanish ◽  
Audio Files

Abstract Reduced vowels between obstruents and rhotics are durationally variable and phonologically invisible in Spanish, e.g. p ə rado ‘field’ as /pɾ/. The present study compares L1-Spanish speakers, English monolinguals, and L2-Spanish learners’ perceptual boundaries for reduced vowels in Spanish. A native speaker produced 70 Spanish nonce words with word-initial obstruent + vowel + flap sequences, and the duration of each vowel was manipulated from 100% to 75%, 50%, and 25% of its original duration. To determine whether these groups perceive variably reduced vowels as phonologically visible, 78 listeners counted the number of syllables perceived in 280 target audio files. Linear regression models fitted to 21,436 responses indicate that English monolinguals apply an L1 perceptual strategy, but L2-Spanish learners have shifted their perceptual boundaries. The study concludes that the perception of highly variable acoustic information becomes more native-like with greater L2 proficiency, while age of acquisition is less predictive of native-like perception.

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