Processing instruction on the Spanish passive with transfer-of-training effects to anaphoric and cataphoric reference contexts

2015 ◽  
Vol 53 (2) ◽  
Author(s):  
James F. Lee
Keyword(s):  
Word Order ◽  
Transfer Of Training ◽  
Initial Position ◽  
Final Position ◽  
Processing Instruction ◽  
Training Effects ◽  
Accusative Case ◽  
Linguistic Item ◽  
L2 Learners

AbstractTransfer-of-training effects with processing instruction have recently been reported in the literature. That is, L2 learners receive processing instruction on one particular linguistic item and, as a consequence of instruction, learners' performance improves not only on the particular linguistic item but on other linguistic items as well. The present study examines processing instruction on the Spanish passive, the word order of which places the patient in the grammatical role of subject in sentence initial position and the agent as the object of a preposition in sentence final position. The purpose of the study is to determine whether learners transfer the training they receive on processing the word order of passive sentences to their processing of sentences with anaphoric reference, specifically, accusative case pronouns for which the word order is O

scholarly journals Initial laryngeal neutralisation in Tyrolean

Phonology ◽  
2018 ◽  
Vol 35 (1) ◽  
pp. 79-114 ◽  
Author(s):  
Alessandro Vietti ◽  
Birgit Alber ◽  
Barbara Vogt
Keyword(s):  
Acoustic Analysis ◽  
Initial Position ◽  
Final Position ◽  
Acoustic Cues ◽  
Acoustic Parameters ◽  
Place Of Articulation ◽  
Closure Duration

In the Southern Bavarian variety of Tyrolean, laryngeal contrasts undergo a typologically interesting process of neutralisation in word-initial position. We undertake an acoustic analysis of Tyrolean stops in word-initial, word-medial intersonorant and word-final contexts, as well as in obstruent clusters, investigating the role of the acoustic parameters VOT, prevoicing, closure duration and F0 and H1–H2* on following vowels in implementing contrast, if any. Results show that stops contrast word-medially via [voice] (supported by the acoustic cues of closure duration and F0), and are neutralised completely in word-final position and in obstruent clusters. Word-initially, neutralisation is subject to inter- and intraspeaker variability, and is sensitive to place of articulation. Aspiration plays no role in implementing laryngeal contrasts in Tyrolean.

scholarly journals Articulatory correlates of the voicing contrast in alveolar obstruent production in German

2005 ◽  
Vol 41 ◽  
pp. 252 ◽  
Author(s):  
Susanne Fuchs
Keyword(s):  
Native Speakers ◽  
Initial Position ◽  
Final Position ◽  
Stressed Syllable ◽  
Electromagnetic Articulography ◽  
Voicing Contrast ◽  
Contact Patterns ◽  
Phonological Rule ◽  
Stressed Position

This work investigates laryngeal and supralaryngeal correlates of the voicing contrast in alveolar obstruent production in German. It further studies laryngealoral co-ordination observed for such productions. Three different positions of the obstruents are taken into account: the stressed, syllable initial position, the post-stressed intervocalic position, and the post-stressed word final position. For the latter the phonological rule of final devoicing applies in German. The different positions are chosen in order to study the following hypotheses: 1. The presence/absence of glottal opening is not a consistent correlate of the voicing contrast in German. 2. Supralaryngeal correlates are also involved in the contrast. 3. Supralaryngeal correlates can compensate for the lack of distinction in laryngeal adjustment. Including the word final position is motivated by the question whether neutralization in word final position would be complete or whether some articulatory residue of the contrast can be found. Two experiments are carried out. The first experiment investigates glottal abduction in co-ordination with tongue-palate contact patterns by means of simultaneous recordings of transillumination, fiberoptic films and Electropalatography (EPG). The second experiment focuses on supralaryngeal correlates of alveolar stops studied by means of Electromagnetic Articulography (EMA) simultaneously with EPG. Three German native speakers participated in both recordings. Results of this study provide evidence that the first hypothesis holds true for alveolar stops when different positions are taken into account. In fricative production it is also confirmed since voiceless and voiced fricatives are most of the time realised with glottal abduction. Additionally, supralaryngeal correlates are involved in the voicing contrast under two perspectives. First, laryngeal and supralaryngeal movements are well synchronised in voiceless obstruent production, particularly in the stressed position. Second, supralaryngeal correlates occur especially in the post-stressed intervocalic position. Results are discussed with respect to the phonetics-phonology interface, to the role of timing and its possible control, to the interarticulatory co-ordination, and to stress as 'localised hyperarticulation'.  

REEXAMINING THE ROLE OF EXPLICIT INFORMATION IN PROCESSING INSTRUCTION

2008 ◽  
Vol 30 (3) ◽  
pp. 277-305 ◽  
Author(s):  
Claudia Fernández
Keyword(s):  
Response Time ◽  
Word Order ◽  
Processing Instruction ◽  
Processing Problem ◽  
Structured Input ◽  
Explicit Information ◽  
Spanish Subjunctive

The present study sought to observe, through online treatments, whether explicit information assists acquisition in a way that has not been measured in previous processing instruction (PI) studies. Two experiments examined learners' behavior while they processed Spanish sentences with object-verb-subject (OVS) word order and Spanish subjunctive under two treatments: with explicit information (the PI group) and without explicit information (the structured input [SI] group). Participants in both groups worked individually with a computer and processed a series of 30 SI items. They received feedback right after each response, and both accuracy and response time were recorded. It was expected that learners in the PI group would start to process both of the linguistic targets sooner in the sequence of input items and would submit their responses faster than learners in the SI group, because explicit information in the PI treatment would help learners notice the target items early in the series. The results showed no difference between the SI group and the PI group when processing OVS sentences, but the PI group processed subjunctive forms sooner and faster than the SI group. The results suggest that the benefits of explicit information might depend on the nature of the task and the processing problem.

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