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Linguistic Approaches to Bilingualism: Online-First Articles

The acquisition of consonant clusters and word stress by early second language learners of German

Evidence for cross-linguistic influence?

ORCID logo | University of Frankfurt
ORCID logo | University of Marburg

This study compared word-prosodic abilities of early second language learners (eL2) and monolingual learners of German. We examined the production of word-initial and word-final clusters and the placement of stress and analyzed potential effects of cross-linguistic influence (CLI). Monolingual German-speaking children (n = 38) and eL2-learners of German (n = 26; age of onset to German 24 to 41 months) aged between 53 and 60 months completed a pseudoword repetition task following the metrical and phonotactic constraints of German. We collected background information via parental questionnaires. The eL2-learners acquired 12 different L1s. To explore the effects of CLI, we grouped the heritage languages by the number of consonants permitted in word-initial and word-final position, the segmental make-up of clusters, and stress patterns. The production accuracy of word-initial clusters and word stress was very high, indicating a high degree of maturation and showing no effects of CLI. In contrast, the production accuracy of word-final clusters was lower and effects of CLI were found, presumably related to smaller sonority distances compared to word-initial clusters. The study contributes empirically to the under-investigated area of eL2 word-prosodic development.

Keywords: child second language learners, production of word stress, cross-linguistic interaction, German, production of consonant clusters
Article outline
  • 1.Introduction
  • 2.Phonological properties of clusters and word stress
    • 2.1Consonant clusters
    • 2.2Word stress
  • 3.The development of consonant clusters and word stress in monolingual and bilingual children
    • 3.1Cross-linguistic influences in bilingual phonological acquisition
    • 3.2Acquisition of consonant clusters
    • 3.3Acquisition of word stress
    • 3.4Summary of previous findings and open questions
  • 4.Predictions
    • 4.1Crosslinguistic interaction: Predictions for word-initial consonant clusters
    • 4.2Crosslinguistic interaction: Predictions for word-final consonant clusters
    • 4.3Crosslinguistic interaction: Predictions for stress shifts
    • 4.4Predictions regarding the connection of CLI and maturation
  • 5.Method
    • 5.1Participants
    • 5.2Material
    • 5.3Procedure
    • 5.4Data transcription
    • 5.5Data coding
    • 5.6Statistical analysis
  • 6.Results
    • 6.1Monolingual vs. eL2-learners
    • 6.2Cross-linguistic interaction: Word-initial clusters
    • 6.3Cross-linguistic interaction: Word-final clusters
    • 6.4Cross-linguistic interaction: Stress shifts
  • 7.Discussion
    • 7.1Consonant clusters
    • 7.2Stress shifts
  • 8.Conclusions
  • Data availability statement
  • Conflict of interest statement
  • Acknowledgements
  • Notes
  • References
Published online: 11 December 2023
DOI logo
https://doi.org/10.1075/lab.21026.gri
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