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The sounds of Spanish
TLDR
The main classes of Spanish speech sounds are: Consonants and vowels, the syllable, the plosives, the affricates, the Nasals, and the main morphophonological alternations as discussed by the authors.Abstract:
1. Introduction 2. Variation in Spanish pronunciation 3. Consonants and vowels 4. Acoustic characterization of the main classes of Spanish speech sounds 5. The syllable 6. Main phonological processes 7. Vowels 8. Plosives 9. Fricatives and affricates 10. Nasals 11. Liquids (laterals and rhotics) 12. Main morphophonological alternations 13. Stress 14. Intonation Appendixes Glossary.read more
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Context of learning in the acquisition of spanish second language phonology
TL;DR: The authors examined whether study abroad, as it provides opportunities for authentic L2 context, facilitates the acquisition of Spanish phonology, and found similar gain for both regular classroom and study abroad students across time: (a) similar gain in the case of voiced initial stops and word-final laterals, (b) lack of gain for intervocalic fricatives, and (c) high levels of accuracy for the palatal nasal in the pretest.
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Teaching pronunciation: Is explicit phonetics instruction beneficial for FL learners?
TL;DR: The authors found that learners in both groups improved their pronunciation equally, suggesting that it might be the input, practice, and/or feedback included in pronunciation instruction, rather than the explicit phonetics lessons, that are most facilitative of improvement in pronunciation.
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The Pairwise Variability Index and coexisting rhythms in language.
Francis Nolan,Eva Liina Asu +1 more
TL;DR: It is argued that stress- Timing and syllable-timing are not points at either end of a continuum but orthogonal dimensions, so that a language can be (for instance) both syllable and stress-timed, and some support for this view is presented.
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Rhythmic distance between languages affects the development of speech perception in bilingual infants
TL;DR: Bilingual Spanish–English 4- and 8-month-olds’ discrimination of vowels indicates that, when the two languages being learned are rhythmically dissimilar, bilingual infants are able to discriminate acoustically similar vowel contrasts that are phonemic in one, but not the other language, at an earlier age.
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Phonotactic and phrasal properties of speech rhythm. Evidence from Catalan, English, and Spanish
TL;DR: Analysis of the data indicate that the rhythmic class distinctions under consideration finely correlate with differences in the way these languages instantiate two prosodic timing processes, namely, the durational marking of prosodic heads, and pre-final lengthening at prosodic boundaries.