Spoken word recognition by English-speaking learners of Spanish

ABSTRACT: Spoken word recognition is a hard task. As an aid, native listeners develop segmentation strategies efficiently attuned to phonological properties of their language, like the rhythmic unit (foot, syllable, or mora). If second-language (L2) learners persist in using their own unit, they may...

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Detalles Bibliográficos
Autores: Lahoz Bengoechea, José María, Tuninetti, Alba, Escudero Neyra, Paola Rocío
Tipo de recurso: capítulo de libro
Fecha de publicación:2019
País:España
Institución:Universidad Complutense de Madrid (UCM)
Repositorio:Docta Complutense
Idioma:inglés
OAI Identifier:oai:docta.ucm.es:20.500.14352/118031
Acceso en línea:https://hdl.handle.net/20.500.14352/118031
Access Level:acceso abierto
Palabra clave:811.134.2'34
811.134.2'243
Spoken word recognition
L2 acquisition
Rhythmic units
Spanish
Lengua española
Lingüística
Enseñanza de la lengua y la literatura
5705.06 Fonología
5705.01 Lingüística Comparada
5701.11 Enseñanza de Lenguas
id ES_6bc110f673bb8bf2f9c4e3f935285735
oai_identifier_str oai:docta.ucm.es:20.500.14352/118031
network_acronym_str ES
network_name_str España
repository_id_str
spelling Spoken word recognition by English-speaking learners of SpanishLahoz Bengoechea, José MaríaTuninetti, AlbaEscudero Neyra, Paola Rocío811.134.2'34811.134.2'243Spoken word recognitionL2 acquisitionRhythmic unitsSpanishLengua españolaLingüísticaEnseñanza de la lengua y la literatura5705.06 Fonología5705.01 Lingüística Comparada5701.11 Enseñanza de LenguasABSTRACT: Spoken word recognition is a hard task. As an aid, native listeners develop segmentation strategies efficiently attuned to phonological properties of their language, like the rhythmic unit (foot, syllable, or mora). If second-language (L2) learners persist in using their own unit, they may experience longer processing times and even miss word boundaries. Therefore, the question arises as to whether highly proficient L2-speakers can inhibit their segmentation habits. Native Spanish subjects and English-speaking learners of Spanish took a word-spotting test. Participants heard nonsensical words and had to decide whether a real Spanish word or pseudoword was embedded. Some words and pseudowords were stress-initial; others were stress-medial. Different reaction times for both conditions would indicate foot-based segmentation. RTs showed non-significant differences across conditions for either L1 group. English speakers may interpret Spanish unreduced vowels as cues to foot beginning, with their foot-based segmentation having the same effect as syllable-based in this case.Australasian Speech Science and Technology AssociationCalhoun, SashaEscudero Neyra, Paola RocíoTabain, MarijaWarren, PaulUniversidad Complutense de Madrid20192019-01-0120192019-01-01book parthttp://purl.org/coar/resource_type/c_3248VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/bookPartapplication/pdfhttps://hdl.handle.net/20.500.14352/118031reponame:Docta Complutenseinstname:Universidad Complutense de Madrid (UCM)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessoai:docta.ucm.es:20.500.14352/1180312026-06-02T12:44:21Z
dc.title.none.fl_str_mv Spoken word recognition by English-speaking learners of Spanish
title Spoken word recognition by English-speaking learners of Spanish
spellingShingle Spoken word recognition by English-speaking learners of Spanish
Lahoz Bengoechea, José María
811.134.2'34
811.134.2'243
Spoken word recognition
L2 acquisition
Rhythmic units
Spanish
Lengua española
Lingüística
Enseñanza de la lengua y la literatura
5705.06 Fonología
5705.01 Lingüística Comparada
5701.11 Enseñanza de Lenguas
title_short Spoken word recognition by English-speaking learners of Spanish
title_full Spoken word recognition by English-speaking learners of Spanish
title_fullStr Spoken word recognition by English-speaking learners of Spanish
title_full_unstemmed Spoken word recognition by English-speaking learners of Spanish
title_sort Spoken word recognition by English-speaking learners of Spanish
dc.creator.none.fl_str_mv Lahoz Bengoechea, José María
Tuninetti, Alba
Escudero Neyra, Paola Rocío
author Lahoz Bengoechea, José María
author_facet Lahoz Bengoechea, José María
Tuninetti, Alba
Escudero Neyra, Paola Rocío
author_role author
author2 Tuninetti, Alba
Escudero Neyra, Paola Rocío
author2_role author
author
dc.contributor.none.fl_str_mv Calhoun, Sasha
Escudero Neyra, Paola Rocío
Tabain, Marija
Warren, Paul
Universidad Complutense de Madrid
dc.subject.none.fl_str_mv 811.134.2'34
811.134.2'243
Spoken word recognition
L2 acquisition
Rhythmic units
Spanish
Lengua española
Lingüística
Enseñanza de la lengua y la literatura
5705.06 Fonología
5705.01 Lingüística Comparada
5701.11 Enseñanza de Lenguas
topic 811.134.2'34
811.134.2'243
Spoken word recognition
L2 acquisition
Rhythmic units
Spanish
Lengua española
Lingüística
Enseñanza de la lengua y la literatura
5705.06 Fonología
5705.01 Lingüística Comparada
5701.11 Enseñanza de Lenguas
description ABSTRACT: Spoken word recognition is a hard task. As an aid, native listeners develop segmentation strategies efficiently attuned to phonological properties of their language, like the rhythmic unit (foot, syllable, or mora). If second-language (L2) learners persist in using their own unit, they may experience longer processing times and even miss word boundaries. Therefore, the question arises as to whether highly proficient L2-speakers can inhibit their segmentation habits. Native Spanish subjects and English-speaking learners of Spanish took a word-spotting test. Participants heard nonsensical words and had to decide whether a real Spanish word or pseudoword was embedded. Some words and pseudowords were stress-initial; others were stress-medial. Different reaction times for both conditions would indicate foot-based segmentation. RTs showed non-significant differences across conditions for either L1 group. English speakers may interpret Spanish unreduced vowels as cues to foot beginning, with their foot-based segmentation having the same effect as syllable-based in this case.
publishDate 2019
dc.date.none.fl_str_mv 2019
2019-01-01
2019
2019-01-01
dc.type.none.fl_str_mv book part
http://purl.org/coar/resource_type/c_3248
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/bookPart
format bookPart
dc.identifier.none.fl_str_mv https://hdl.handle.net/20.500.14352/118031
url https://hdl.handle.net/20.500.14352/118031
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Australasian Speech Science and Technology Association
publisher.none.fl_str_mv Australasian Speech Science and Technology Association
dc.source.none.fl_str_mv reponame:Docta Complutense
instname:Universidad Complutense de Madrid (UCM)
instname_str Universidad Complutense de Madrid (UCM)
reponame_str Docta Complutense
collection Docta Complutense
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1869410219725946880
score 15,81155

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