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| Autor/inn/en | Shea, Christine E.; Curtin, Suzanne |
|---|---|
| Titel | Experience, Representations and the Production of Second Language Allophones |
| Quelle | In: Second Language Research, 27 (2011) 2, S.229-250 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0267-6583 |
| DOI | 10.1177/0267658310375753 |
| Schlagwörter | Cues; Native Speakers; English (Second Language); Second Language Learning; Spanish; Mexicans; Language Patterns; Learning Experience; Oral Language; Phonetics; Pronunciation; Adults |
| Abstract | In this study we examined the effect of language experience on the production of second language (L2) allophones. We analysed production data of the Spanish stop-approximant alternation (b d g [similar to] [beta] [delta] [gamma]) from Low Intermediate and High Intermediate level native English/Spanish L2 speakers and five native Mexican Spanish speakers. This allophonic alternation is conditioned primarily by position in the word and lexical stress. We examined the use of two cues to the alternation--consonant intensity and the presence of a release burst--and analysed how these cues varied in participants' productions in distinct contexts. Results show that the use of these cues differs with experience; that is, learners with greater language experience exhibit cue use that is closer to the native speakers' cue use. Results further suggest that Low Intermediate learners may be using a basic rule for producing the alternation, but that over time shift to a more nuanced production pattern. These results indicate that more experienced learners' ability to use these phonetic cues in a native-like fashion emerges over the course of allophone acquisition. (Contains 7 figures, 3 tables and 13 notes.) (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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