Glottalization and Linking in the L2 Speech of Czech Learners of Spanish, Italian and Portuguese

Autor/inn/en	Skarnitzl, Radek; Cermák, Petr; Šturm, Pavel; Obstová, Zora; Hricsina, Jan
Titel	Glottalization and Linking in the L2 Speech of Czech Learners of Spanish, Italian and Portuguese
Quelle	In: Second Language Research, 38 (2022) 4, S.941-963 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Skarnitzl, Radek)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/02676583211015803
Schlagwörter	Second Language Learning; Second Language Instruction; Speech Communication; Native Speakers; Pronunciation; Phonology; Language Fluency; Intelligibility; Slavic Languages; Romance Languages; Spanish; Italian; Portuguese; Oral Reading; Comparative Analysis; Language Proficiency; Intonation; Semantics; Models; Teaching Methods; Acoustics; Phonetics; College Students; Contrastive Linguistics; Learning Experience; Foreign Countries; Czech Republic (Prague) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Muttersprachler; Aussprache; Fonologie; Language skill; Language skills; Sprachkompetenz; Slawische Sprache; Romanische Sprache; Spanisch; Italienisch; Portugiesischunterricht; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Semantik; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Akustik; Phonetik; Fonetik; Collegestudent; Linguistics; Kontrastive Linguistik; Lernerfahrung; Ausland
Abstract	The use of linking or glottalization contributes to the characteristic sound pattern of a language, and the use of one in place of the other may affect a speaker's comprehensibility and fluency in certain contexts. In this study, native speakers of Czech, a language that is associated with a frequent use of glottalization in vowel-initial word onsets, are examined in the second language (L2) context of three Romance languages that predominantly employ linking between words (Spanish, Italian and Portuguese). In total, 29 native speakers and 51 non-native learners were asked to read a short text in the respective language. The learners were divided into two groups based on their experience with the target language. A number of other factors were examined in a mixed-effects logistic regression model (segmental context, lexical stress, prosodic breaks, and the semantic status of the words). The main results show that, regardless of the target language, the more experienced (ME) learners displayed significantly lower rates of glottalization than the less experienced (LE) learners, but significantly higher rates than native speakers. The pedagogical implications of the results are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01