Part of
Recent Developments in Hispanic Linguistics: Studies in structure, variation, and bilingualismEdited by Michael Gradoville and Sean McKinnon
[Issues in Hispanic and Lusophone Linguistics 41] 2024
► pp. xiii–xvi
Edited by Michael Gradoville and Sean McKinnon
[Issues in Hispanic and Lusophone Linguistics 41] 2024
► pp. xiii–xvi
List of figures
Figure 1.Messages violating, observing, and containing no politeness by
politician
Figure 1.Map of provinces where Basque is spoken
(adapted from Zorion, 2022)
Figure 2.Intonation contour of ¿Os quedan galletas de almendra?
‘Do you have any almond cookies left?’ Participant 5.
Pitch range: 80–235 Hz
Figure 3.Example of H* L% for the question ¿Alguien tiene su
número? ‘Does anyone have her number?’ Participant 5. Pitch
range: 80–235 Hz
Figure 4.Example of ¡H* L% for the question ¿Fuiste a la feria del
libro? ‘Did you go to the book fair?’ Participant 12.
Pitch range: 50–220 Hz
Figure 5.Example of L* H% for the question ¿Tienes hielo en la
nevera? ‘Do you have ice in the fridge?’ Participant 6. Pitch
range: 110–325 Hz
Figure 6.Example of H*+L L% for the question ¿Te gusta el arte
moderno? ‘Do you like modern art?’ Participant 13.
Pitch range: 110–325 Hz
Figure 7.Predominant contours in Spanish by language dominance group
Figure 8.Example of H* L% for the question Badugu garagardo
gehiago? ‘Do we have any more beers [left]?’ Participant 13.
Pitch range: 110–325 Hz
Figure 9.Example of ¡H* L% for the question Badago bendarik
etxean? ‘Are there any bandages in the house?’ Participant 14.
Pitch range: 60–200 Hz
Figure 10.Example of L* H% for the question Ama joango da
zinemara? ‘Is mom going to the cinema?’ Participant 4. Pitch
range: 70–325 Hz
Figure 11.Example of H* LH% for the question Badago ur-jauzirik
inguruan? ‘Are there any waterfalls around?’ Participant 10.
Pitch range 100–400 Hz
Figure 12.Predominant contours in Basque by language dominance group
Figure 1.Affricate [d͡ʒ] production
Figure 2.Fricative /ʝ/ production
Figure 3.Approximant [j] production
Figure 4.Elision
Figure 5.Allophonic realization by speaker gender and corpus year
Figure 6.Allophonic realization by corpus year and speaker age
Figure 1.Example of a canonical tap in caro [ˈka.ɾo] ‘expensive’
(male, native speaker of Spain)
Figure 2.Example of a canonical trill in carro [ˈka.ro] ‘car’
(male, native speaker of Spain)
Figure 3.Phoneme to grapheme to phone mapping between Spanish and English
Figure 4.Example of vocabulary association training
Figure 5.Spectrogram of coral ‘coral’ stimulus used
in vocabulary training
Figure 6.Spectrogram of corral ‘corral’ stimulus used in
vocabulary training
Figure 7.Example of the two-alternative forced-choice task for
caro ‘expensive’/carro ‘car’
Figure 8.Example of VAS task for ahora/ahorra ‘now/save
money’
Figure 9.Manipulation for caro ‘expensive’ with /ɾ/ duration
of 24 ms
Figure 10.Manipulation for caro ‘expensive’ with /ɾ/ duration
of 52 ms
Figure 11.Manipulation for caro ‘expensive’ with /ɾ/ duration
of 85 ms
Figure 12.Grouped plot of tap-trill selection according to CD and participant
group
Figure 13.Proposed schematic of categorization overlap with NSs (adapted from
Melero-García & Cisneros, 2020) and HSs (present study)
Figure 1.Rates of address form by all countries of origin
Figure 2.Random forest of all independent variables
Figure 3.Percent tú, vos, and usted in each
context (Argentines)
Figure 4.Percent tú, vos, and usted in each
context (Central Americans)
Figure 5.Conditional inference tree and the effects of the independent variables
Context, Origin, Age, Sex, Time in the U.S. and Profession
Figure 6.Conditional inference tree and the effects of the independent variables
Context, Origin, Time in the U.S. for pronoun+verb
Figure 7.Reported forms of address by origin and time in the U.S
Figure 1.Screenshot of the reflection assignment instructions
Figure 1.Sample item from the CPT
Figure 2.Native speaker categorical contexts compared to learners
Figure 3.NS variable contexts compared to learners
Figure 1.Overhead view of the VE
Figure 2.Screenshot of the consciousness-raising questions and the three possible
requests
Figure 3.Example of the DCT pretest-post-test fill-in-the-blank item
Figure 4.Example of the DCT pretest-post-test multiple choice item
