Desenvolvimento de L2 e atrito de L1 em contexto dominante de L1:  análise do VOT em Espanhol (L1) e Inglês (L2) (L2 development and L1 attrition in an L1-dominant environment: analysing voice onset time in L1 Spanish and L2 English)

Alves, Ubiratã Kickhöfel; Luchini, Pedro Luis; Schereschewsky, Laura Castilhos

doi:10.22481/el.v17i2.5345

Cited by 3 publications

(4 citation statements)

References 6 publications

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“…Bilabial /p/ and dental /t/ VOT values, however, remained similar to those produced by monolingual English speakers. In addition, Alves et al (2019) found that the velar segment /k/ was realized with a semi-aspirated production even in monolingual speakers of Spanish, with a mean VOT value of /k/ of 46.61 ms. Therefore, it is possible that the compromised VOT productions of /k/ in L3 Spanish produced by the Polish HSs have been influenced by their L2 English; this is further evidence that the velar segment is first to present signs of attrition.…”

Section: Influence Of Hl/dl On L3 Votmentioning

confidence: 94%

Voice onset time (VOT) of L3 Spanish /ptk/ by multilingual heritage speakers of Ukrainian and Polish

Bondarenko¹,

Butera²,

Rao³

2022

E-JournALL

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EN This study provides an acoustic analysis of voice onset time (VOT) of voiceless stops /ptk/ in Spanish, produced by heritage speakers (HSs) of Ukrainian and of Polish who are English-dominant and beginner or intermediate learners of Spanish as a third language (L3). Given that both Ukrainian and Polish, like Spanish and unlike English, are characterized by short-lag VOT, data were collected from six Ukrainian HSs and 11 Polish HSs in their heritage language (HL), in English, and in Spanish to compare potential effects of the HL on L3 VOT production. VOT was analyzed in three task types. The goals were: 1) to determine whether VOT values produced in Spanish by Ukrainian and Polish HSs are more reflective of VOTs in the HL or in English, and 2) to determine the effect of task type on VOT. Data show that Ukrainian and Polish HSs’ VOTs in Spanish are shorter than those of L2 Spanish learners whose L1 is English, indicating a HL rather than dominant language influence on L3 VOT. Results suggest that the most crucial factors in L3 phonological acquisition are: 1) structural similarity between HL and L3, and 2) L3 proficiency (not language dominance). VOT was also affected by task type: like L1 Spanish speakers, VOT of Ukrainian HSs increases as task formality increases. This paper fills research gaps in HL and L3 phonetics/phonology as to the effects of a HL on the acquisition of subsequent sound systems in adulthood. Key words: L3 PHONOLOGY, HERITAGE LANGUAGE PHONOLOGY, CROSS-LINGUISTIC INFLUENCE, VOICE ONSET TIME (VOT), L3 LEARNING ES Este estudio ofrece un análisis acústico del tiempo de emisión de voz (VOT, voice onset time) de las oclusivas sordas /ptk/ en español, producidas por hablantes de herencia (AH) de ucraniano y polaco cuya lengua dominante es el inglés y que aprenden español como L3 a nivel inicial o intermedio. Dado que tanto el ucraniano como el polaco, al igual que el español y a diferencia del inglés, se caracterizan por un VOT de lazo corto, se recopilaron datos de seis AH ucranianos y 11 AH polacos en su lengua de herencia (LH), en inglés y en español. Los objetivos eran determinar: 1) si los VOT producidos en español por estos AH reflejan más la LH o el inglés, y 2) el efecto del tipo de tarea. Los datos muestran que los VOT en español de los AH de ucraniano y de polaco son más cortos que los de estudiantes de español L2 cuya L1 es el inglés, lo que indica una influencia de la LH –no de la lengua de dominancia– en la producción de VOT. Los resultados sugieren que los factores más cruciales en la adquisición fonológica de la L3 son: 1) similitud estructural entre la LH y la L3, y 2) competencia lingüística en la L3. El VOT de los AH ucranianos aumenta conforme aumenta la formalidad de la tarea. Este trabajo llena las lagunas de la investigación en fonética/fonología de LH y L3 en cuanto a los efectos de una LH en la adquisición de sistemas sonoros posteriores en la edad adulta. Palabras clave: FONOLOGÍA DE L3, FONOLOGÍA DE LA LENGUA DE HERENCIA, INFLUENCIA INTERLINGÜÍSTICA, VOT, APRENDIZAJE DE L3 IT Questo studio fornisce un’analisi acustica del tempo di attacco della sonorità (VOT, voice onset time) delle occlusive sorde /ptk/ in spagnolo da parte di apprendenti di livello base o intermedio di spagnolo come L3 che sono i parlanti di ucraino e polacco come lingue ereditarie (LE) ma con l’inglese come lingua dominante (LD). I dati sono basati su sei parlanti di ucraino LE e undici di polacco LE. Il VOT è analizzato in tre lingue—LE, inglese e spagnolo—con l’obiettivo di determinare 1) se i valori di VOT prodotti in spagnolo dagli ucraini e dai polacchi riflettono di più la LE o la LD, 2) gli effetti del tipo di esercizio sul VOT. I dati dimostrano che i VOT in spagnolo dei parlanti di ucraino e polacco come LE sono più brevi di quelli degli apprendenti di spagnolo L2 con inglese L1. Ciò indica che la LE influenza la produzione del VOT rispetto alla LD. I risultati suggeriscono che nell’acquisizione fonologica di una L3 sono cruciali: 1) la similarità strutturale tra LE e L3, e 2) la competenza nella L3. Inoltre, come per i parlanti di spagnolo L1, il VOT dei parlanti di ucraino aumenta con l’aumentare della formalità dell’esercizio. Questo articolo colma un vuoto nello studio della LE e della fonetica/fonologia della L3 relativo agli effetti di una LE sull’acquisizione di un successivo sistema di suoni nell’età adulta. Parole chiave: FONOLOGIA DELLA L3, FONOLOGIA DELLA LINGUA EREDITARIA, INFLUENZA CROSS-LINGUISTICA, VOT, APPRENDIMENTO DELLA L3

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Section: Influence Of Hl/dl On L3 Votmentioning

confidence: 94%

Voice onset time (VOT) of L3 Spanish /ptk/ by multilingual heritage speakers of Ukrainian and Polish

Bondarenko¹,

Butera²,

Rao³

2022

E-JournALL

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“…There is a considerable number of studies in the L2 context that explore the circumstances and conditions under which regressive phonological and phonetic CLI from a person's L2 to their L1 takes place (see, e.g., Alves et al 2019;Barlow 2014;Chang 2012Chang , 2013Chang , 2019Cook 2003;Flege and Eefting 1987a;Jiang 2010;Kartushina et al 2016a;Lev-Ari and Peperkamp 2013;Lord 2008;Major 1992;Marx 2002;Mennen 2004;Sancier and Fowler 1997;Schereschewsky et al 2018;Stoehr et al 2017;Tobin et al 2017;Ulbrich and Ordin 2014;Waniek-Klimczak 2011). Most of these studies performed perceptual or acoustic analyses to deliver a quantitative assessment of L2 influence on L1 production, for instance, by comparing sequential bilinguals to a monolingual group or previously reported literature values (for a comprehensive literature review see Kartushina et al 2016b).…”

Section: Regressive CLI In L2 Studiesmentioning

confidence: 99%

“…On the other hand, it is less certain what factors have to be present in order for regressive CLI to occur in non-immersive or typical classroom learning contexts where exposure is more restricted, as is the case for the learners in the present study. Still, research conducted in instructed learning contexts and L1-dominant speaking environments (e.g., Eefting 1987a, 1987b;Kartushina et al 2016a;Lord 2008;Alves et al 2019;Herd et al 2015;Kupske 2016;Schereschewsky et al 2018;Waniek-Klimczak 2011) has uncovered a number of interesting observations and tendencies.…”

Section: Regressive CLI In L2 Studiesmentioning

confidence: 99%

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Do a Learner’s Background Languages Change with Increasing Exposure to L3? Comparing the Multilingual Phonological Development of Adolescents and Adults

Nelson

2022

Languages

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The present study longitudinally explores regressive phonological cross-linguistic influence (CLI) in seven adolescents (aged 12–13) and seven adults (aged 21–39) by examining voice-onset time (VOT) of /p,t,k/ in their first, second, and third language (L1, L2, and L3, respectively). All participants had the same language combination (L1 German, L2 English, L3 Polish) and were recorded completing a range of production tasks in all three languages four times over the course of the first year of L3 learning. The scope of previous research on phonological CLI is thus broadened in two ways: (1) by tracing the development of all languages upon the arrival of a new language in a multilingual’s system longitudinally, and (2) by investigating CLI patterns in two age groups when input and learning environment are comparable. Previous L2 age studies have mostly only made retrospective assumptions about (target) language development, so that longitudinal data, including the entire language repertoire of multilingual speakers, are needed to substantiate claims made in that regard. For the adolescent group, significant changes to both their L1 and L2 over time were found, while the adults’ background languages remained relatively stable on the group level. However, for both groups, much individual variation was uncovered.

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O treinamento perceptual no desenvolvimento dos padrões de Voice Onset Time do inglês (L2) por um aprendiz argentino

Alves

Vieira

2022

BELT

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Fundamentado sob a concepção de desenvolvimento linguístico da Teoria dos Sistemas Dinâmicos Complexos (TSDC) (De Bot et al., 2007; De Bot, 2017) e amparado no Princípio da Inteligibilidade (Levis, 2005, 2018) para a definição dos aspectos a serem abordados no ensino de pronúncia, este trabalho busca analisar o processo desenvolvimental dos padrões de Voice Onset Time das plosivas surdas iniciais do inglês por um aprendiz argentino (L1: espanhol, L2: inglês e L3: português brasileiro). Trata-se de um estudo longitudinal do desenvolvimento de L2 do aprendiz durante o período em que ele participou de sessões de treinamento através do site English Accent Coach (Thomson, 2019). Os dados foram coletados quinzenalmente ao longo de 12 meses, com o intuito de verificar o desenvolvimento dos padrões de VOT do participante. Posteriormente, seguindo Van Dijk et al. (2011), foram realizadas simulações de Monte Carlo para verificar picos ascendentes e descendentes de desenvolvimento. Os resultados mostraram que o treinamento contribuiu para diminuir a variação intra-sujeito em cada coleta, bem como elevar a duração de VOT do aprendiz. Tais resultados são considerados pertinentes por mostrarem que o treinamento pode ser importante inclusive para aprendizes que já apresentam mais proficiência referente ao fenômeno treinado.

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Desenvolvimento de L2 e atrito de L1 em contexto dominante de L1: análise do VOT em Espanhol (L1) e Inglês (L2) (L2 development and L1 attrition in an L1-dominant environment: analysing voice onset time in L1 Spanish and L2 English)

Cited by 3 publications

References 6 publications

Voice onset time (VOT) of L3 Spanish /ptk/ by multilingual heritage speakers of Ukrainian and Polish

Voice onset time (VOT) of L3 Spanish /ptk/ by multilingual heritage speakers of Ukrainian and Polish

Do a Learner’s Background Languages Change with Increasing Exposure to L3? Comparing the Multilingual Phonological Development of Adolescents and Adults

O treinamento perceptual no desenvolvimento dos padrões de Voice Onset Time do inglês (L2) por um aprendiz argentino

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