Phonological Processing of Stress by Native English Speakers Learning Spanish as a Second Language

Autor/inn/en	Ortín, Ramsés; Simonet, Miquel
Titel	Phonological Processing of Stress by Native English Speakers Learning Spanish as a Second Language
Quelle	In: Studies in Second Language Acquisition, 44 (2022) 2, S.460-482 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Simonet, Miquel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263121000309
Schlagwörter	Spanish; Second Language Learning; Phonology; Suprasegmentals; Language Processing; Recall (Psychology); Task Analysis; Auditory Stimuli; Accuracy; Language Proficiency; Language Tests + Suchen Sie Ihr Suchwort? Spanisch; Zweitsprachenerwerb; Fonologie; Sprachverarbeitung; Abberufung; Aufgabenanalyse; Auditive Stimulation; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest
Abstract	One feature of Spanish that presents some difficulties to second language (L2) learners whose first language (L1) is English concerns lexical stress. This study explores one aspect of the obstacle these learners face, weak phonological processing routines concerning stress inherited from their native language. Participants were L1 English L2 learners of Spanish. The experiment was a sequence-recall task with auditory stimuli minimally contrasting in stress (target) or segmental composition (baseline). The results suggest that learners are more likely to accurately recall sequences with stimuli contrasting in segmental composition than stress, suggesting reduced phonological processing of stress relative to a processing baseline. Furthermore, an increase in proficiency--assessed by means of grammatical and lexical tests--was found to be modestly associated with an increase in the accuracy of processing stress. We conclude that the processing routines of native English speakers lead to an acquisitional obstacle when learning Spanish as a L2. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01