John Benjamins Publishing Company
Chapter 6. Spanish rhotic variation and development in uninstructed immersion
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Abstract
Perhaps due to the salient differences between English and Spanish rhotics, there has been a robust discussion regarding the acquisition of Spanish taps and trills by first language (L1) English speakers. Previous studies that have explored rhotic development have suggested that while there is a significant increase in accuracy of producing taps and trills as Spanish proficiency level increases (Face 2006; Olsen 2012), even advanced learners or learners with intense exposure to the language still face difficulty in producing the trill (Major 1986; Reeder 1998). Despite the contributions of previous studies, it remains unclear how learners develop the tap and trill in real time (as opposed to apparent time), to what extent the two rhotic sounds develop differently, and the role of additional linguistic and extralinguistic factors apart from phonological context and exposure. This study contributes to the discussion of Spanish rhotic development by tracking uninstructed L1 English learners in an Ecuadorian immersion setting for one year, providing an analysis of development in real time. By applying variationist methodology using the mixed-effects model Rbrul (Johnson 2009), we explore the role of phonological context, lexical stress, word class, cognate status, target word syllables, proficiency, exposure, speech style, and individual differences in the development of native-like taps and trills. We find that phonological context, word class, exposure, and speech style significantly condition tap production, while there are no significant predictors found for trill production. Furthermore, we see that target tap production accuracy grows throughout the year-long stay abroad, but target trill production shows no improvement.
Abstract
Perhaps due to the salient differences between English and Spanish rhotics, there has been a robust discussion regarding the acquisition of Spanish taps and trills by first language (L1) English speakers. Previous studies that have explored rhotic development have suggested that while there is a significant increase in accuracy of producing taps and trills as Spanish proficiency level increases (Face 2006; Olsen 2012), even advanced learners or learners with intense exposure to the language still face difficulty in producing the trill (Major 1986; Reeder 1998). Despite the contributions of previous studies, it remains unclear how learners develop the tap and trill in real time (as opposed to apparent time), to what extent the two rhotic sounds develop differently, and the role of additional linguistic and extralinguistic factors apart from phonological context and exposure. This study contributes to the discussion of Spanish rhotic development by tracking uninstructed L1 English learners in an Ecuadorian immersion setting for one year, providing an analysis of development in real time. By applying variationist methodology using the mixed-effects model Rbrul (Johnson 2009), we explore the role of phonological context, lexical stress, word class, cognate status, target word syllables, proficiency, exposure, speech style, and individual differences in the development of native-like taps and trills. We find that phonological context, word class, exposure, and speech style significantly condition tap production, while there are no significant predictors found for trill production. Furthermore, we see that target tap production accuracy grows throughout the year-long stay abroad, but target trill production shows no improvement.
Chapters in this book
- Prelim pages i
- Table of contents vii
- List of tables ix
- List of figures xiii
- Acknowledgements xv
- Editors and contributors xvii
- Chapter 1. Variation and second language acquisition 1
- Chapter 2. An investigation of the use of the multifunctional particle ‑ le by second language learners of Mandarin Chinese 15
- Chapter 3. Production and evaluation of sociolinguistic variation in Mandarin Chinese among children in Singapore 43
- Chapter 4. Cross-linguistic influence in the acquisition of L3 variation 71
- Chapter 5. What can Cantonese heritage speakers tell us about age of acquisition, linguistic dominance, and sociophonetic variation? 97
- Chapter 6. Spanish rhotic variation and development in uninstructed immersion 127
- Chapter 7. Linguistic variation and second language Spanish 159
- Chapter 8. Acquiring sociolinguistic competence during study abroad 199
- Chapter 9. Variation in choice of prepositions with place names on the French L1–L2 continuum in Ontario, Canada 223
- Chapter 10. Variation, identity and language attitudes 253
- Chapter 11. Sociostylistic variation in L2 French 279
- Chapter 12. Differential object marking in heritage and homeland Italian 311
- Chapter 13. On (not) acquiring a sociolinguistic stereotype 337
- Author index 359
- Subject index 363
Chapters in this book
- Prelim pages i
- Table of contents vii
- List of tables ix
- List of figures xiii
- Acknowledgements xv
- Editors and contributors xvii
- Chapter 1. Variation and second language acquisition 1
- Chapter 2. An investigation of the use of the multifunctional particle ‑ le by second language learners of Mandarin Chinese 15
- Chapter 3. Production and evaluation of sociolinguistic variation in Mandarin Chinese among children in Singapore 43
- Chapter 4. Cross-linguistic influence in the acquisition of L3 variation 71
- Chapter 5. What can Cantonese heritage speakers tell us about age of acquisition, linguistic dominance, and sociophonetic variation? 97
- Chapter 6. Spanish rhotic variation and development in uninstructed immersion 127
- Chapter 7. Linguistic variation and second language Spanish 159
- Chapter 8. Acquiring sociolinguistic competence during study abroad 199
- Chapter 9. Variation in choice of prepositions with place names on the French L1–L2 continuum in Ontario, Canada 223
- Chapter 10. Variation, identity and language attitudes 253
- Chapter 11. Sociostylistic variation in L2 French 279
- Chapter 12. Differential object marking in heritage and homeland Italian 311
- Chapter 13. On (not) acquiring a sociolinguistic stereotype 337
- Author index 359
- Subject index 363
