The use of linking or glottalization contributes to the characteristic sound pattern of a language, and the use of one in place of the other may affect a speaker’s comprehensibility and fluency in certain contexts. In this study, native speakers of Czech, a language that is associated with a frequent use of glottalization in vowel-initial word onsets, are examined in the second language (L2) context of three Romance languages that predominantly employ linking between words (Spanish, Italian and Portuguese). In total, 29 native speakers and 51 non-native learners were asked to read a short text in the respective language. The learners were divided into two groups based on their experience with the target language. A number of other factors were examined in a mixed-effects logistic regression model (segmental context, lexical stress, prosodic breaks, and the semantic status of the words). The main results show that, regardless of the target language, the more experienced (ME) learners displayed significantly lower rates of glottalization than the less experienced (LE) learners, but significantly higher rates than native speakers. The pedagogical implications of the results are discussed.
El artículo estudia el fenómeno de la colocabilidad extremadamente restringida en español y en italiano, fenómeno poco estudiado hasta ahora. Su objetivo principal es poner a prueba un método automatizado capaz de identificar las llamadas palabras monocolocables (entendidas como palabras cuyo potencial para formar parte de colocaciones es enormemente limitado) en los corpus lingüísticos. Además, ofrece un listado de palabras de este tipo en español e italiano, así como una tipología de las combinaciones fijas en las cuales aparecen (diferentes tipos de locuciones, términos) y un comentario de sus propiedades básicas. Todo ello permite comparar el fenómeno de la colocabilidad restringida en los dos idiomas.
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