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.
Allen, J. S., Miller, J. L., & DeSteno, D. (2003). Individual talker differences in voice-onset-time. The Journal of the Acoustical Society of America, 113(1), 544–552.
Barr, D. J., Levy, R., Scheepers, C., & Tily, H. J. (2013). Random effects structure for confirmatory hypothesis testing. Journal of Memory and Language, 68(3), 1–43.
Beckman, J., Helgason, P., McMurray, B., & Ringen, C. (2011). Rate effects on Swedish VOT: Evidence for phonological overspecification. Journal of Phonetics, 39(1), 39–49.
Boersma, P., & Weenink, D. (2015). Praat: Doing phonetics by computer. Version 5, retrieved 3 January 2015 from [URL]
Brown, E. L., & Amengual, M. (2015). Fine-grained and probabilistic cross-linguistic influence in the pronunciation of cognates: Evidence from corpus-based spontaneous conversation and experimentally elicited data. Studies in Hispanic and Lusophone Linguistics, 8(1), 59–83.
Castañeda Vicente, M. L. (1986). El V.O.T. de las oclusivas sordas y sonoras españolas. Estudios de Fonética Experimental, 21, 92–110.
Chang, C. B. (2012). Rapid and multifaceted effects of second-language learning on first-language speech production. Journal of Phonetics, 40(2), 249–268.
Chodroff, E., & Wilson, C. (2017). Structure in talker-specific phonetic realization: Covariation of stop consonant VOT in American English. Journal of Phonetics, 611, 30–47.
Cunnings, I., & Finlayson, I. (2015). Mixed effects modeling and longitudinal data analysis. In L. Plonsky (Ed.), Advancing quantitative methods in second language research (pp. 159–181). New York and London: Routledge.
Derwing, T. M., & Munro, M. J. (2013). The development of L2 oral language skills in two L1 groups: A 7-year study. Language Learning, 63(2), 163–185.
Fellbaum, M. L. (1996). The acquisition of voiceless stops in the interlanguage of second language learners of English and Spanish. Proceedings of the 4th International Conference on Spoken Language Processing, 31 (pp. 1648–1651). Philadelphia, PA.
Flege, J. E. (1988). Factors affecting degree of perceived foreign accent in English sentences. The Journal of the Acoustical Society of America, 84(1), 70–79.
Flege, J. E. (1995). Second language speech learning. Theory, findings, and problems. In W. Strange (Ed.), Speech perception and linguistic experience: Issues in cross-language research (pp. 233–277). Timonium, MD: York Press.
Flege, J. E. (2003). Assessing constraints on second-language segmental production and perception. In N. Schiller & A. Meyer (Eds.), Phonetics and phonology in language comprehension and production. Differences and similarities (pp. 319–355). Berlin: Mouton de Gruyter.
Flege, J. E., & Eefting, W. (1987). Production and perception of English stops by native Spanish speakers. Journal of Phonetics, 151, 67–83.
Foreign Language Enrollments in K–12 Public Schools. American Council on the Teaching of Foreign Languages (ACTFL). February2011. [URL]
Gelman, A., & Hill, J. (2007). Data analysis using regression and multilevel/hierarchical models. New York: Cambridge University Press.
González-Bueno, M. (1994). Effects of formal instruction on the improvement in the pronunciation of Spanish stops by second language learners: Changes in voice onset time in initial stops /p, t, k/ and /b, d, g/. (Unpublished doctoral dissertation.) The Pennsylvania State University, University Park, PA.
González López, V., & Counselman, D. (2013). L2 acquisition and category formation of Spanish voiceless stops by monolingual English novice learners. In J. Cabrelli Amaroet al. (Eds.), Selected proceedings of the 16th Hispanic Linguistics Symposium (pp. 118–127). Somerville, MA: Cascadilla Proceedings Project.
Holliday, J. J. (2015). A longitudinal study of the second language acquisition of a three-way stop contrast. Journal of Phonetics, 501, 1–14.
Keating, P. A. (1984). Phonetic and phonological representation of stop consonant voicing. Language, 60(2), 286–319.
Ladefoged, P. (2005). A comparison of English and Spanish /b/ and /p/, UCLA Phonetics Lab Data. Retrieved on September5, 2014, from [URL].
Lee, J., Jang, J., & Plonsky, L. (2015). The effectiveness of second language pronunciation instruction: A meta-analysis. Applied Linguistics, 36(3), 345–366.
Linck, J. A., & Cunnings, I. (2015). The utility and application of mixed-effects models in second language research. Language Learning, 651, 185–207.
Lisker, L., & Abramson, A. S. (1964). A cross-language study of voicing in initial stops: acoustical measurements. Word, 20(3), 384–422.
Lord, G. (2005). (How) Can we teach foreign language pronunciation? On the effects of a Spanish phonetics course. Hispania, 88(3), 557–567.
Lord, G. (2010). The combined effects of immersion and instruction on second language pronunciation. Foreign Language Annals, 43(3), 488–503.
Mora, J. C. (2008). Learning context effects on the acquisition of a second language phonology. In C. Pérez-Vidal, M. Juan-Garau, & A. Bel (Eds.), A portrait of the young in the new multilingual Spain (pp. 241–263). Clevendon: Multilingual Matters.
Munro, M. J., & Derwing, T. M. (2008). Segmental acquisition in adult ESL learners: A longitudinal study of vowel production. Language Learning, 58(3), 479–502.
Munro, M. J., Derwing, T. M., & Thomson, R. I. (2015). Setting segmental priorities for English learners: Evidence from a longitudinal study. IRAL – International Review of Applied Linguistics in Language Teaching, 53(1), 39–60.
Nagle, C. L. (2017). A longitudinal study of voice onset time development in L2 Spanish stops. Applied Linguistics, 1–23.
Offerman, H. M., & Olson, D. J. (2016). Visual feedback and second language segmental production: The generalizability of pronunciation gains. System, 591, 45–60.
R Core Team. (2018). R: A Language and Environment for Statistical Computing. R Foundation for Statistical Computing, available at: [URL]
Saito, K. (2012). Effects of instruction on L2 pronunciation development: A synthesis of 15 quasi-experimental intervention studies. TESOL Quarterly, 46(4), 842–854.
Schmidt, A. M., & Flege, J. E. (1996). Speaking rate effects on stops produced by Spanish and English monolinguals and Spanish English bilinguals. Phonetica, 53(3), 162–179.
Stölten, K., Abrahamsson, N., & Hyltenstam, K. (2015). Effects of age and speaking rate on voice onset time. Studies in Second Language Acquisition, 37(1), 71–100.
Thomson, R. I. (2012). Improving L2 listeners’ perception of English vowels: A computer-mediated approach. Language Learning, 62(4), 1231–1258.
Thomson, R. I., & Derwing, T. M. (2015). The effectiveness of L2 pronunciation instruction: A narrative review. Applied Linguistics, 36(3), 326–344.
Volaitis, L. E., & Miller, J. L. (1992). Phonetic prototypes: Influence of place of articulation and speaking rate on the internal structure of voicing categories. The Journal of the Acoustical Society of America, 92(2), 723–735.
Westbury, J. R. (1983). Enlargement of the supraglottal cavity and its relation to stop consonant voicing. The Journal of the Acoustical Society of America, 73(4), 1322–36.
Westbury, J. R., & Keating, P. A. (1986). On the naturalness of stop consonant voicing. Journal of Linguistics, 221, 145–166.
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 [URL]
Zampini, M. L., & Green, K. P. (2001). The voicing contrast in English and Spanish: The relationship between perception and production. In J. Nicol (Ed.), One mind, two languages: Bilingual language processing (pp. 23–48). Cambridge, MA: Blackwell.
Cited by (6)
Cited by six other publications
Munro, Murray J., Tracey M. Derwing & Kazuya Saito
2024. Aspiring to Aspirate: L2 Acquisition of English Word-Initial /p/ Over 10 Years. Language and Speech
2023. The acquisition of L2 voiced stops by English learners of Spanish and Spanish learners of English. Speech Communication 146 ► pp. 93 ff.
Schuhmann, Katharina S., Sarah Schaech & Cain Catto
2023. Multisensory Pronunciation Training in a Video Conference-Based Foreign Language Classroom. In Advances in Second/Foreign Language Acquisition, ► pp. 19 ff.
This list is based on CrossRef data as of 10 august 2024. 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.