On Segmental Representations in Second Language Phonology: A Perceptual Account

Autor/in	Barrientos, Fernanda
Titel	On Segmental Representations in Second Language Phonology: A Perceptual Account
Quelle	In: Second Language Research, 39 (2023) 1, S.259-285 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barrientos, Fernanda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/02676583211030637
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Phonology; Phonemes; Auditory Perception; North American English; Vowels; Spanish; Native Language; Auditory Discrimination; Task Analysis; Interlanguage; Learning Experience; College Students; Foreign Countries; Language Tests; United Kingdom (Manchester); Test of English as a Foreign Language; International English Language Testing System + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fonologie; Fonem; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Amerikanisches Englisch; Spanisch; Aufgabenanalyse; Zielsprache; Lernerfahrung; Collegestudent; Ausland; Language test; Sprachtest; Language tests; Englisch
Abstract	The extent to which exposure to new phonemic contrasts (i.e. contrasts that are present in the L2 but not in the L1) will lead to the creation of a new phonemic category in L2 speakers, as well as the phonological nature of these categories, remains an open question insofar as there is no consensus on whether acquiring a new contrast would result in abstract, phoneme-like categories, or if they belong to a less abstract level of representation. This work explores the perception of the /[open back unrounded vowel]/--/[open-mid back unrounded vowel]/ contrast (cop -- cup) in American English by Spanish speakers of L2 English through a discrimination task. The results show that while the interlanguage state of less experienced learners is best described as a case of single-category assimilation, the interlanguage state achieved by advanced learners is not a full phonemic split, despite the increased sensitivity to otherwise within-category perceptual cues; rather, it seems that while the ability to perceive differences is not affected, the ability to create a new phonemic representation is impaired. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01