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The L2 phonetic developmental trajectory of native English learners of Spanish across a semester-long study abroad program

  • Jeff Michno ORCID logo and Mark Amengual ORCID logo EMAIL logo
Published/Copyright: April 30, 2025

Abstract

The present study compares the Second Language (L2) acquisition of Spanish Voice Onset Time (VOT) by 14 U S. semester-long study-abroad (SA) students in Madrid (Spain) and 9 at-home (AH) peers using an oral production task. To identify the trajectory of phonetic development across the fourteen-week program, Spanish and English /t/s were recorded at three different time points (pre-/mid-/post-semester). Based on an acoustic analysis and a three-pronged statistical approach – random forests, mixed-effects linear regression models, and conditional inference trees – we found that both groups of L2 Spanish speakers produced language-specific VOT values in each of their languages. Even though the comparison between each time point did not show significant differences in the VOT values for either group, an analysis of the individual variation in the data reveals a clear trend of VOT reduction from pre-to post-semester for most SA students. More specifically, SA students overall produced shorter (more target-like) Spanish VOTs during mid-semester and post-semester in comparison to pre-semester. Results also support findings that learner motivation and oral proficiency play prominent roles in the acquisition of L2 phonology abroad, while they question the role (or operationalization) of intensity of contact with the target language.


Corresponding author: Mark Amengual, University of California, Santa Cruz, CA, USA, E-mail:

Appendix A: Results of Oral Proficiency Interviews with study-abroad participants before and after the semester

Proficiency
Participant Pre-semester Post-semester Change
1 AM (7) AM (7) 0
2 IM (4) IH (5) 1
3 IM (4) AL (6) 2
4 AL (6) AL (6) 0
5 NH (2) IM (4) 2
6 NH (2) NH (2) 0
7 NH (2) IM (4) 2
8 IM (4) IM (4) 0
9 IM (4) IM (4) 0
10 IL (3) IL (3) 0
11 IL (3) IM (4) 1
12 I (1) IL (3) 2
13 I (1) IM (4) 3
14 IH (5) AL (6) 1
Average 4.14 5.21 1

Key: NH, novice high; IL, intermediate low; IM, intermediate mid; IH, intermediate high; AL, advanced low; AM, advanced mid.

Appendix B: Retrospective language contact and motivation survey

  1. On a typical class day, how many hours did you spend speaking Spanish…

    1. with your professors?

    2. with your host family?

    3. with Spanish friends?

    4. with other classmates from your study away program (in Spanish)?

    5. with other international students (in Spanish)?

    6. during service encounters (getting coffee, restaurants, etc.)?

  2. On a typical weekend day in Spain, how many hours did you spend speaking Spanish…

    1. with your professors?

    2. with your host family?

    3. with Spanish friends?

    4. with other classmates from your study away program (in Spanish)?

    5. with other international students (in Spanish)?

    6. during service encounters (getting coffee, restaurants, etc.)?

  3. On a typical class day, how many hours did you spend speaking English…

    1. with your professors?

    2. with your host family?

    3. with Spanish friends?

    4. with other classmates from your study away program?

    5. with other international students?

    6. during service encounters (getting coffee, restaurants, etc.)?

    7. with friends/family via video chat/phone?

  4. On a typical weekend day in Spain, how many hours did you spend speaking English…

    1. with your professors?

    2. with your host family?

    3. with Spanish friends?

    4. with other classmates from your study away program?

    5. with other international students?

    6. during service encounters (getting coffee, restaurants, etc.)?

    7. with friends/family via video chat/phone?

  5. On a typical class day, how many hours did you spend…

    1. watching TV/Movies/YouTube in Spanish?

    2. watching TV/Movies/YouTube in English?

    3. on Social Media in Spanish?

    4. on Social Media in English?

    5. communicating in written form via Messenger, Whatsapp, etc. in Spanish?

    6. communicating in written form via Messenger, Whatsapp, etc. in English?

  6. On a typical weekend day, how many hours did you spend…

    1. watching TV/Movies/YouTube in Spanish?

    2. watching TV/Movies/YouTube in English?

    3. on Social Media in Spanish?

    4. on Social Media in English?

    5. communicating in written form via Messenger, Whatsapp, etc. in Spanish?

    6. communicating in written form via Messenger, Whatsapp, etc. in English?

  7. During your semester in Spain, on a scale of 1–5, how important was it to you to…

    1. follow cultural norms (ex. Greet people like a Spaniard, follow Spanish table manners, etc.)?

    2. expand your Spanish vocabulary?

    3. have accurate pronunciation?

  8. While you were in Spain, on a scale of 1–5, how important was it to you to…

    1. learn more about the culture?

    2. behave in a culturally appropriate way?

    3. interact with native Spanish speakers?

Appendix C: Experimental items included in the production study

Spanish English
Cognates Non-cognates Cognates Non-cognates
teléfono teclado telephone test
terrible tejado terrible tenure
terrorista testigo terrorist textbook
temperatura ternera temperature tenant
total temprano total tent
tortura temer torture token
tensión tejido tension telltale
terror tomar terror terrapin
terminal torero terminal teller
tolerable tobillo tolerable tenpin

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Published Online: 2025-04-30
Published in Print: 2025-05-26

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