Individual differences (IDs) largely contribute to success in adult second language attainment (e.g., Dörnyei, 2006). Heritage language (HL) studies have also explored the role of IDs, namely psychosocial variables, and biographical factors with an adult HL learner population. However, the specific contribution of these variables to HL learners' performance on linguistic tests that differ in degree of explicitness and modality remains unknown. Therefore, the current study tested 103 adult HL learners of Spanish who completed a spoken elicited imitation task (EIT) and a written untimed grammaticality judgment task (UGJT) that elicited their knowledge of vulnerable morphosyntactic structures in HL bilingual acquisition. To investigate the contribution of individual learner factors on their performance, participants completed a few questionnaires. Mixed-effects regression models revealed that sequential bilingual status, willingness to communicate, generation and motivation contributed significantly, but yet differentially to participants' performance on grammatical and ungrammatical items of the EIT and UGJT.
This paper examines the glottal stop in word-final position as a variant of /s/ in Puerto Rican Spanish. Previous research (Tellado González 2007; Valentín-Márquez 2006) generally focused on the glottal stop in word-final position between vowels (e.g., /las alas/ ‘the wings’). In this paper, we investigate the glottal stop not only in this context, but also in word-final position when preceded by a vowel and followed by a consonant (e.g., /los takos/ ‘the tacos’), and in word-final position when preceded by a vowel and followed by a pause (e.g., /los takos#/ ‘the tacos’). Specifically, the effects of following segment, stress of the following syllable, gender, age, and English use and proficiency on glottal stop production were investigated. The data came from sociolinguistic interviews with 19 participants (8 female, 11 male; Age range: 18–63 years) from San Juan, Carolina, and Guaynabo. The results showed that the glottal stop occurred not only between vowels, but also when followed by a consonant or a pause. Additionally, the glottal stop appeared significantly more before stressed syllables. There were no significant effects of age or gender. Although the effects of English use and proficiency were not significant, we discuss the potential role that contact with English may play in glottalization rates.
The current study examines the realization of adjacent vowels across word boundaries in Arabic-Spanish bilinguals and Spanish monolinguals in Puerto Rico, focusing specifically on the rate of glottal stop epenthesis in this context (e.g., hombre africano to [ˈom.bre.ʔa.fri.ˈka.no]). It was hypothesized that Arabic-Spanish bilinguals would show a higher rate of glottal stop epenthesis than Spanish monolinguals because of transfer from Arabic. In addition, we investigated the possible effects of stress, vowel height, language dominance and bilingual type on the rate of glottal stop epenthesis. Results from a reading task with 8 participants showed no significant difference in glottalization between bilinguals and monolinguals. For monolinguals, glottalization was significantly more likely when the first vowel was low or stressed; significant interactions between vowel height and stress were found for the bilingual group. Language dominance was a significant factor, with Arabic-dominant bilinguals glottalizing more than the Spanish-dominant bilinguals. In addition, early sequential bilinguals favored glottalization slightly more than simultaneous bilinguals, without reaching significance. Our data suggests some effects of syllable structure transfer from Arabic, particularly in Arabic-dominant participants. To our knowledge, our study is the first exploration of Arabic and Spanish in contact in Puerto Rico, and the first to acoustically examine the speech of Arabic-Spanish bilinguals.
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