Learning Direction Matters: A Study on L2 Rhythm Acquisition by Dutch Learners of Spanish and Spanish Learners of Dutch

Autor/inn/en	van Maastricht, Lieke; Krahmer, Emiel; Swerts, Marc; Prieto, Pilar
Titel	Learning Direction Matters: A Study on L2 Rhythm Acquisition by Dutch Learners of Spanish and Spanish Learners of Dutch
Quelle	In: Studies in Second Language Acquisition, 41 (2019) 1, S.87-121 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263118000062
Schlagwörter	Second Language Learning; Second Language Instruction; Spanish; Language Rhythm; Indo European Languages; Native Language; Speech Communication; Language Proficiency; Pronunciation; Syllables; Transfer of Training; Language Classification; Contrastive Linguistics; College Students; Foreign Countries; Intonation; Netherlands; Spain (Barcelona); Spain (Madrid) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Spanisch; Sprachrhythmus; Indoeuropäisch; Language skill; Language skills; Sprachkompetenz; Aussprache; Silbe; Training; Transfer; Ausbildung; Sprachtypologie; Linguistics; Kontrastive Linguistik; Collegestudent; Ausland; Niederlande
Abstract	This study examines the acquisition process of speech rhythm in Dutch learners of Spanish (DLS) and Spanish learners of Dutch (SLD) at different proficiency levels to determine whether learning direction affects the success of rhythm acquisition in a foreign language (L2). Analyses of lengthening effects showed that the two learner groups followed different developmental paths in their acquisition of accentual and final lengthening: Both groups showed transfer effects from the L1, but while the DLS systematically approached their target until attainment, the SLD showed more variability in their development. In addition, syllable structure complexity affected L2 rhythm acquisition, and to a substantially larger extent for the SLD compared to the DLS. The results support a model of L2 rhythm acquisition in which learning direction is included as a factor, and that allows for the interaction of various language-specific properties that contribute to speech rhythm, like syllable structure complexity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01