No abstract

There is growing evidence that exposure to orthographic input affects second language phonological acquisition. This study examined the effects of auditory-orthographic interactions on second language assibilated/fricative rhotic productions of 20 naive English speakers of Spanish, with an acoustic-phonetic approach. The participants were assigned to two groups: auditory-only and auditory-orthographic. The results were indicative of a higher rate of both assibilated/fricative rhotics and approximant rhotics in the auditory-orthographic group. In addition, there was evidence that the acoustic input modulated the orthographic effects. However, the auditory-only group produced a higher rate of postalveolar sibilants. These results will be discussed in terms of (a) the salience-enhancing effect of the grapheme and (b) the overriding effect of orthography.Although there is growing interest in the effect of orthographic input on second language (L2) phonological acquisition (e.g.is known about the interaction between orthographic input and the acoustic properties of the input in the production of L2 sounds by naive speakers. This study has two aims: (a) to investigate whether orthographic input affects English-speaking participants' production of Spanish assibilated/fricative rhotics (e.g., [r̆] in - [aumar̆]); and (b) to determine whether any effect of orthographic input is modulated by the acoustic properties of the assibilated/fricative rhotics in the words in the auditory input. EFFECT OF EXPOSURE TO ORTHOGRAPHIC INPUT IN L2 SPEECHA number of studies have provided empirical evidence for both the negative (e.g.

Recent studies have provided evidence for both a positive and a negative effect of orthography on second language speech learning. However, not much is known about whether orthography can trigger a McGurk-like effect (McGurk & MacDonald, 1976) in second language speech learning. This study examined whether exposure to auditory and orthographic input may lead to a McGurk-like effect in naïve English-speaking participants learning a second language with Spanish phonology and orthography. Specifically, it reports on (a) production of non-target-like combinations such as [lj] as in [poljo] for -[pojo], where the auditory Spanish [j] and the first language English [l] that correspond to the shared digraph are integrated, and (b) fusion quantified in terms of [z] devoicing such as [z̥apito] for-[zapito]. Moreover, the effects of (a) type of grapheme-to-sound correspondence, (b) position in the word, and (c) condition of training and testing were examined. Participants were assigned to four groups: (a) auditory only, (b) orthography at training and production, (c) orthography at training, and (d) orthography at production. The positions included word-initial and word-medial. The grapheme-to-sound correspondences consisted of -[b], -[δ], -[s] and -[j]. Results were indicative of a McGurk-like effect only for the Spanish digraph . The highest rate of combination productions was attested in the orthography-training condition in the word-medial position.

This paper fills in the gap in the literature by providing an acoustic analysis of rhotics in Persian and considers the social variables gender and register. Through the acoustic analysis of 807 tokens, it demonstrates that that there are a number of rhotic variants in Persian in different positions in the word and finds evidence of degemination in coda position, against previous accounts. Furthermore, it suggests that on the one hand, Tehrani-Persian speaking men and women's rhotic production patterns with those of Arabic societies as men favor rhotics with more complex articulations. On the other hand it questions whether the behavior of Tehrani-Persian speaking men and women conforms to established sociolinguistic norms regarding prestige and gender.

The ability to discriminate phonetically similar first language (L1) and second language (L2) sounds has significant consequences for achieving target-like proficiency in second-language learners. This study examines the L2 perception of Spanish approximants [β, δ, ɣ] in comparison with their voiced stop counterparts [b, d, g] by adult English-Spanish bilinguals. Of interest is how perceptual effects are modulated by factors related to language dominance, including proficiency, language history, attitudes, and L1/L2 use, as measured by the Bilingual Language Profile questionnaire. Perception of target phones was assessed in adult native Spanish speakers (n = 10) and Spanish learners (n = 23) of varying proficiency levels, via (vowel-consonant-vowel) VCV sequences featuring both Spanish approximants and voiced stops during an AX discrimination task. Results indicate a significant positive correlation between perceptual accuracy and a language dominance score. Findings further demonstrate a significant hierarchy of increasing perceptual difficulty: β < δ < ɣ. Through an examination of bilingual language dominance, composed of the combined effects of language history, use, proficiency, and attitudes, the present study contributes a more nuanced and complete examination of individual variables that affect L2 perception, reaching beyond proficiency and experience alone.