Development of L2 Spanish VOT before and after a brief pronunciation training session
We present a study of the development of L2 stop VOT (voice onset time) in lower-level English-speaking learners of Spanish over the course of a college semester. Participants were recorded six times in two-week intervals. Halfway through the semester, students received a brief pronunciation training session with practice and feedback. Overall, the learners did not lower their L2 VOTs in the first half of the study, before pronunciation training. Following training, however, they lowered their mean VOTs for Spanish voiceless stops significantly. A similar effect was not found for their mean VOTs of Spanish voiced stops, in line with prior work suggesting that prevoicing may be harder to acquire. Yet careful examination suggests that learners are increasing the frequency with which they use prevoicing in Spanish, suggesting this metric might inform future work on L2 Spanish pronunciation development. This work has implications for teaching and research in second language pronunciation.
Keywords: VOT development, pronunciation training, L2 Spanish, lower-level L2 coursework, novice learners, individual differences, foreign language learning
- 1.1L2 stop development over time
- 1.2Effects of pronunciation instruction
- 1.3The case of English speakers learning Spanish
- 1.4Current study of learners of Spanish with pronunciation training
- 2.4Pronunciation training session
- 2.5Data analysis
- 3.1VOT development in voiceless stops
- 3.2VOT development in voiced stops
Published online: 03 December 2019
Allen, J. S., Miller, J. L., & DeSteno, D.
Barr, D. J., Levy, R., Scheepers, C., & Tily, H. J.
Beckman, J., Helgason, P., McMurray, B., & Ringen, C.
Best, C. T., & Tyler, M. D.
Boersma, P., & Weenink, D.
(2015) Praat: Doing phonetics by computer. Version 5, retrieved 3 January 2015 from http://www.praat.org/
Brown, E. L., & Amengual, M.
Castañeda Vicente, M. L.
Chang, C. B.
Chodroff, E., & Wilson, C.
Cunnings, I., & Finlayson, I.
Derwing, T. M., & Munro, M. J.
Fellbaum, M. L.
Flege, J. E.
Flege, J. E., & Eefting, W.
Foreign Language Enrollments in K–12 Public Schools
. American Council on the Teaching of Foreign Languages (ACTFL). February 2011 https://www.actfl.org/sites/default/files/pdfs/ReportSummary2011.pdf
Gelman, A., & Hill, J.
González López, V., & Counselman, D.
Holliday, J. J.
Keating, P. A.
(2005) A comparison of English and Spanish /b/ and /p/, UCLA Phonetics Lab Data. Retrieved on September 5 2014, from http://www.phonetics.ucla.edu/vowels/chapter12/engspan.html.
Lee, J., Jang, J., & Plonsky, L.
Linck, J. A., & Cunnings, I.
Lisker, L., & Abramson, A. S.
Mora, J. C.
Munro, M. J., & Derwing, T. M.
Munro, M. J., Derwing, T. M., & Thomson, R. I.
Nagle, C. L.
Offerman, H. M., & Olson, D. J.
R Core Team
(2018) R: A Language and Environment for Statistical Computing. R Foundation for Statistical Computing, available at: http://www.R-project.org/
Schmidt, A. M., & Flege, J. E.
Stölten, K., Abrahamsson, N., & Hyltenstam, K.
Thomson, R. I.
Thomson, R. I., & Derwing, T. M.
Volaitis, L. E., & Miller, J. L.
Westbury, J. R.
Westbury, J. R., & Keating, P. A.
Zampini, M. L.
(1998) The relationship between the production and perception of L2 Spanish stops. Texas Papers in Foreign Language Education, 3(3), 85–100. Retrieved from http://eric.ed.gov/?id=ED427520
Cited by 1 other publications
Hutchinson, Amy E. & Olga Dmitrieva
This list is based on CrossRef data as of 23 april 2022. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.