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.
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
On a typical class day, how many hours did you spend speaking Spanish…
with your professors?
with your host family?
with Spanish friends?
with other classmates from your study away program (in Spanish)?
with other international students (in Spanish)?
during service encounters (getting coffee, restaurants, etc.)?
On a typical weekend day in Spain, how many hours did you spend speaking Spanish…
with your professors?
with your host family?
with Spanish friends?
with other classmates from your study away program (in Spanish)?
with other international students (in Spanish)?
during service encounters (getting coffee, restaurants, etc.)?
On a typical class day, how many hours did you spend speaking English…
with your professors?
with your host family?
with Spanish friends?
with other classmates from your study away program?
with other international students?
during service encounters (getting coffee, restaurants, etc.)?
with friends/family via video chat/phone?
On a typical weekend day in Spain, how many hours did you spend speaking English…
with your professors?
with your host family?
with Spanish friends?
with other classmates from your study away program?
with other international students?
during service encounters (getting coffee, restaurants, etc.)?
with friends/family via video chat/phone?
On a typical class day, how many hours did you spend…
watching TV/Movies/YouTube in Spanish?
watching TV/Movies/YouTube in English?
on Social Media in Spanish?
on Social Media in English?
communicating in written form via Messenger, Whatsapp, etc. in Spanish?
communicating in written form via Messenger, Whatsapp, etc. in English?
On a typical weekend day, how many hours did you spend…
watching TV/Movies/YouTube in Spanish?
watching TV/Movies/YouTube in English?
on Social Media in Spanish?
on Social Media in English?
communicating in written form via Messenger, Whatsapp, etc. in Spanish?
communicating in written form via Messenger, Whatsapp, etc. in English?
During your semester in Spain, on a scale of 1–5, how important was it to you to…
follow cultural norms (ex. Greet people like a Spaniard, follow Spanish table manners, etc.)?
expand your Spanish vocabulary?
have accurate pronunciation?
While you were in Spain, on a scale of 1–5, how important was it to you to…
learn more about the culture?
behave in a culturally appropriate way?
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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Articles in the same Issue
- Frontmatter
- Research Articles
- The status of /f/ in Mayan-accented Spanish
- “Fallo garrafal y común entre vascoparlantes:” attitudes and salience of grammatical gender agreement in Basque-Spanish contact
- Animacy in the Brazilian Portuguese null object
- Genericity expression in child heritage Spanish
- “From left to right”: the influence of political orientation on the language attitudes of the population of Palma toward Catalan and Spanish
- The L2 phonetic developmental trajectory of native English learners of Spanish across a semester-long study abroad program
- The acquisition of the Spanish subjunctive by child heritage and L2 learners: evidence from a dual language program
- ‘Disfluency’ features in bilingual speech: meaning and methodology
Articles in the same Issue
- Frontmatter
- Research Articles
- The status of /f/ in Mayan-accented Spanish
- “Fallo garrafal y común entre vascoparlantes:” attitudes and salience of grammatical gender agreement in Basque-Spanish contact
- Animacy in the Brazilian Portuguese null object
- Genericity expression in child heritage Spanish
- “From left to right”: the influence of political orientation on the language attitudes of the population of Palma toward Catalan and Spanish
- The L2 phonetic developmental trajectory of native English learners of Spanish across a semester-long study abroad program
- The acquisition of the Spanish subjunctive by child heritage and L2 learners: evidence from a dual language program
- ‘Disfluency’ features in bilingual speech: meaning and methodology