Individual developmental trajectories in the L2 acquisition of Spanish spirantization
Individual developmental trajectories in the L2 acquisition of Spanish spirantization
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西班牙语 spirantization L2 习得的个体发展轨迹
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发表时间：
2017
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通讯作者：
C. Nagle
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作者：
C. Nagle
在西班牙语中，浊塞音弱化为近音，并根据塞音出现的上下文显示可变的轻化程度，使其成为一个复杂的发音特征。对第二语言（L2）使用者的横向研究的累积结果表明，许多L2学习者即使在最高水平的学习中也很难产生近似词。本研究通过研究个体学习者在不同语音语境下的西班牙语[β]产出，为近音词的研究提供了一个新的视角。26名英语为母语的学习者的L2西班牙语记录两个口语任务五次，在一年的时间内，对应于他们的第二和第三学期的大学水平的语言教学。混合效应模型适合学习者的C：V强度比数据来检查发展，压力和任务类型被列为实质性的预测。虽然小组的轨迹是平坦的，但随着时间的推移，许多学习者表现出了实质性的变化，包括积极和消极的轨迹。
In Spanish, voiced stops weaken to approximants and display variables degrees of lenition according to the context in which the stop occurs, making them a complex pronunciation feature. Accumulated findings from cross-sectional research on second language (L2) speakers suggests that many L2 learners struggle to produce the approximants even at the most advanced levels of study. The present study offers a new perspective on the approximants by studying individual learners’ production of Spanish [β] over time and across phonetic contexts. Twenty-six English-speaking learners of L2 Spanish recorded two speaking tasks five times over a yearlong period corresponding to their second and third semesters of college-level language instruction. Mixed-effects models were fit to learners’ C:V intensity ratio data to examine development, and stress and task type were included as substantive predictors. Although the group trajectory was flat, many learners displayed substantial change over time, including positive and negative trajectories.