Academic literature on the topic 'Spanish language Consonants'
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Journal articles on the topic "Spanish language Consonants"
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McLeod, Sharynne, and Kathryn Crowe. "Children's Consonant Acquisition in 27 Languages: A Cross-Linguistic Review." American Journal of Speech-Language Pathology 27, no. 4 (November 21, 2018): 1546–71. http://dx.doi.org/10.1044/2018_ajslp-17-0100.
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Purpose The aim of this study was to provide a cross-linguistic review of acquisition of consonant phonemes to inform speech-language pathologists' expectations of children's developmental capacity by (a) identifying characteristics of studies of consonant acquisition, (b) describing general principles of consonant acquisition, and (c) providing case studies for English, Japanese, Korean, and Spanish. Method A cross-linguistic review was undertaken of 60 articles describing 64 studies of consonant acquisition by 26,007 children from 31 countries in 27 languages: Afrikaans, Arabic, Cantonese, Danish, Dutch, English, French, German, Greek, Haitian Creole, Hebrew, Hungarian, Icelandic, Italian, Jamaican Creole, Japanese, Korean, Malay, Maltese, Mandarin (Putonghua), Portuguese, Setswana (Tswana), Slovenian, Spanish, Swahili, Turkish, and Xhosa. Results Most studies were cross-sectional and examined single word production. Combining data from 27 languages, most of the world's consonants were acquired by 5;0 years;months old. By 5;0, children produced at least 93% of consonants correctly. Plosives, nasals, and nonpulmonic consonants (e.g., clicks) were acquired earlier than trills, flaps, fricatives, and affricates. Most labial, pharyngeal, and posterior lingual consonants were acquired earlier than consonants with anterior tongue placement. However, there was an interaction between place and manner where plosives and nasals produced with anterior tongue placement were acquired earlier than anterior trills, fricatives, and affricates. Conclusions Children across the world acquire consonants at a young age. Five-year-old children have acquired most consonants within their ambient language; however, individual variability should be considered. Supplemental Material https://doi.org/10.23641/asha.6972857
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Keffala, Bethany, Shelley Scarpino, Carol Scheffner Hammer, Barbara Rodriguez, Lisa Lopez, and Brian Goldstein. "Vocabulary and Phonological Abilities Affect Dual Language Learners' Consonant Production Accuracy Within and Across Languages: A Large-Scale Study of 3- to 6-Year-Old Spanish–English Dual Language Learners." American Journal of Speech-Language Pathology 29, no. 3 (August 4, 2020): 1196–211. http://dx.doi.org/10.1044/2019_ajslp-19-00145.
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Purpose This study examined factors of language ability that predict consonant production accuracy in young Spanish–English dual language learners (DLLs). Method Participants were 695 Latino DLLs, ages 3;0–6;5 (years;months). Single-word productions were elicited using the Bilingual Phonological Assessment (Miccio & Hammer, 2006). Children's consonant productions were assessed using Percentage of Consonants Correct–Revised (PCC-R; Shriberg et al., 1997a). Vocabulary abilities were assessed using the Woodcock–Muñoz Language Survey–Revised (Woodcock et al., 2005). Multiple linear regression analyses were used to determine the effects of vocabulary abilities and cross-language consonant production abilities on children's consonant production accuracy in each language. Results Large amounts of the variance in PCC-R scores for English ( R 2 = .65) and Spanish ( R 2 = .43) were predicted by children's age, vocabulary scores within the same language, and PCC-R scores across languages. Conclusion Spanish–English DLLs' consonant production abilities in both languages improve with age between 3;0 and 6;5. DLLs' accuracy in each language is also affected by vocabulary abilities within the same language and by their consonant production abilities in the other language. In particular, children's consonant production abilities in each language were highly predictive of their consonant production abilities in the other language, which suggests that shared phonological skills support their development across languages.
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Lipski, John M. "Spontaneous Nasalization in the Development of Afro-Hispanic Language." Journal of Pidgin and Creole Languages 7, no. 2 (January 1, 1992): 261–305. http://dx.doi.org/10.1075/jpcl.7.2.04lip.
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Afro-Hispanic or bozal Spanish, from the sixteenth century to the early twentieth century, exhibited numerous cases of "epenthetic" nasal consonants, exemplified by Punto Rico < Puerto Rico; limbre < libre 'free'; pincueso < pescuezo 'neck'; and monosyllabic clitics such as lon < lo(s), lan < la(s), and so on. The present study, based on a comparison of Afro-Hispanic (AH) language data from a wide range of regions and time periods, provides alternative models for spontaneous nasalization. The first involves vowel nasalization, analyzed as the linking of a free (nasal) autosegment to the first available vowel of relevant words; Spanish speakers in turn reinterpreted the nasal vowels as a nasal consonant homorganic to the preceding consonant. Cases of apparent word-final nasal epenthesis, invariably involving phrase-internal clitics, resulted from prenasalization of following word-initial obstruents, a well-documented process in Afro-Iberian linguistic contacts. The preference for voiced obstruents to pre-nasalize is attributed to the lack of the normal fricative pronunciation of /b/, /d/, and /g/ in AH speech. In general, Spanish voiced obstruents are pronounced as stops only following nasals. The stop pronunciation of Pol, /d/, and /g/ by AH speakers was reinterpreted as an additional Root node, to which a floating (nasal) autosegment could be linked. AH nasalization generally seems to stem from Africans' underspecification of Spanish vowels and consonants, resulting from the precarious conditions under which Spanish was learned by speakers of various African languages.
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Kochetov, Alexei, and Laura Colantoni. "Coronal place contrasts in Argentine and Cuban Spanish: An electropalatographic study." Journal of the International Phonetic Association 41, no. 3 (November 11, 2011): 313–42. http://dx.doi.org/10.1017/s0025100311000338.
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Theoretical and descriptive work on Spanish phonetics and phonology has been largely based on Peninsular varieties. This study uses electropalatography (EPG) to investigate articulatory characteristics of coronal consonant contrasts in Argentine and Cuban Spanish. Simultaneous EPG and acoustic data were collected from five speakers from Buenos Aires (Argentina) and three speakers from Havana (Cuba) reading sentences with various syllable-initial coronal consonants corresponding to the orthographic 〈t, ch, n, ñ, s, z, ll, y, l, r〉. As a control, the same data were collected from a single speaker of Peninsular Spanish from Madrid. As expected, the main distinction in both varieties was made between anterior and posterior coronal consonants ((denti-)alveolars vs. (alveolo-)palatals) and reflected the historical merger of the sounds represented by 〈s–z〉 and 〈ll–y〉. At the same time, the results revealed some consistent differences between the two varieties in the location of the constriction and the amount of linguopalatal contact for most coronal consonants. First, the coronal consonants produced by the Argentine speakers were overall considerably more fronted and more constricted than the corresponding consonants produced by the Cuban speakers. Second, 〈ll, y〉 were produced as a fronted alveolo-palatal fricative by the Argentine speakers, and as an approximant by the Cuban speakers. Inter-speaker variation was observed within the varieties in the articulation of some consonants, namely in the Argentine alveolo-palatal fricative and nasal (〈ll, y〉 and 〈ñ〉), and the Cuban alveolo-palatal affricate 〈ch〉.
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Goldstein, Brian, and Patricia Swasey Washington. "An Initial Investigation of Phonological Patterns in Typically Developing 4-Year-Old Spanish-English Bilingual Children." Language, Speech, and Hearing Services in Schools 32, no. 3 (July 2001): 153–64. http://dx.doi.org/10.1044/0161-1461(2001/014).
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Purpose: This collaborative study investigated phonological patterns in 12 typically developing 4-year-old bilingual (Spanish-English) children. Method: A single-word phonological assessment with separate versions for English and Spanish was administered to each child. Analyses consisted of a phonetic inventory; percentage of consonants correct; percentage of consonants correct for voicing, place of articulation, and manner of articulation; and the percentage of occurrence for phonological processes. Results: The results indicated that there were no significant differences between the two languages on percentage of consonants correct; percentage of consonants correct for voicing, place of articulation, and manner of articulation; or percentage of occurrence for phonological processes. However, the children exhibited different patterns of production across the two languages and showed different patterns compared to monolingual children of either language. Clinical Implications: The preliminary findings suggest that the phonological system of bilingual (Spanish-English) children is both similar to and different from that of monolingual speakers of either language. Compared to monolingual speakers, bilingual children should be expected to exhibit different types of errors and different substitution patterns for target sounds.
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Bradley, Travis G., and Jacob J. Adams. "Sonority distance and similarity avoidance effects in Moroccan Judeo-Spanish." Linguistics 56, no. 6 (November 27, 2018): 1463–511. http://dx.doi.org/10.1515/ling-2018-0028.
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Abstract This article investigates consonant gemination in late Nineteenth- and early Twentieth-century haketía, a now moribund, regional dialect of Judeo-Spanish spoken in northern Morocco since the late fifteenth century. Some, but not all, consonant clusters arising across a word boundary undergo regressive total assimilation, e.g. [n.n] siudad ninguna ‘no city’ but [z.n] laz niñas ‘the girls’. We present novel descriptive generalizations to show that regressive gemination is sensitive to the degree of sonority distance between the coda and the onset. Evidence of parasitic harmony comes from lateral+consonant clusters, which undergo gemination only if the target and trigger consonants are already similar in some respect. In the framework of Optimality Theory, we formalize syllable contact as a relational hierarchy of *Distance constraints and capture parasitic harmony effects by similarity avoidance, or Obligatory Contour Principle, constraints against adjacent consonants with identical manner and/or place features. These markedness constraints interact with other universal faithfulness and markedness constraints in a language-specific ranking that predicts the attested patterns of regressive gemination. This study lends further support to sonority distance effects and gradient syllable contact in phonological theory and shows that similarity avoidance is also necessary to give a full account of regressive gemination in Moroccan Judeo-Spanish.
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Rose, Marda. "Cross-Language Identification of Spanish Consonants in English." Foreign Language Annals 45, no. 3 (August 20, 2012): 415–29. http://dx.doi.org/10.1111/j.1944-9720.2012.01197.x.
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Hualde, José Ignacio. "Intervocalic lenition and word-boundary effects." Diachronica 30, no. 2 (June 28, 2013): 232–66. http://dx.doi.org/10.1075/dia.30.2.04hua.
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The lenition of intervocalic consonants is typically phonologized in sound change only within word domains. At first blush, this morphological restriction might seem to contradict the Neogrammarian hypothesis of exclusively phonetic conditioning in sound change. In this paper I examine the weakening of intervocalic voiced stops/affricates in Istanbul Judeo-Spanish. Comparison with Old Spanish shows that in the native lexicon intervocalic lenition has affected only word-internal consonants. Even consonants following a prefix boundary remain unaffected. I argue that, at the time of the expulsion of the Spanish Jews, the language already had the spirantization process, at least in incipient form. This process, which continues to operate across the board in Mainstream Spanish, became restricted at the word level in Judeo-Spanish. This interpretation, consistent with the Neogrammarian hypothesis, is the only one that offers an explanatory account and is supported by the evidence from other similar developments in the history of the Romance languages and with results from recent acoustic studies on incipient or optional lenition processes.
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Rose, Yvan. "Place Specification and Segmental Distribution in the Acquisition of Word-Final Consonant Syllabification." Canadian Journal of Linguistics/Revue canadienne de linguistique 48, no. 3-4 (December 2003): 409–35. http://dx.doi.org/10.1017/s0008413100000724.
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AbstractThis article focusses on data from two first language learners of Québec French, Clara and Théo. In both corpora, all word-final consonants are acquired before word-medial codas, except Clara’s [ʁ], which is acquired at the same time as medial codas. The behaviour of Clara’s [ʁ] is explained through the hypothesis that it is analysed by the child as placeless and that, in the unmarked case, place-specified consonants are syllabified word-finally as onsets, while placeless consonants are syllabified as codas. Supporting cross-linguistic evidence is provided from adult languages and from the acquisition of Japanese. Finally, data on the acquisition of Spanish are discussed. Based on distributional evidence, it is suggested that these learners of Spanish posit a coda syllabification for the word-final, place-specified coronal consonants of their language. These data support the view that default options are overridden when positive evidence steers the learner toward more marked options.
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Moates, Danny R., and Emilia Alonso-Marks. "Vowel Mutability in Print in English and Spanish." Mental Lexicon 7, no. 3 (December 31, 2012): 326–50. http://dx.doi.org/10.1075/ml.7.3.04moa.
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Studies of vowel mutability have shown that it is easier to change a nonword (e.g., /tibl/) into a real word by changing a vowel (/tebl/) than by changing a consonant (/fibl/). All previous studies have used auditory materials, suggesting that the effect is a spoken language phenomenon. We conducted two studies with print materials, one in English and one in Spanish. Both showed clear vowel mutability effects, suggesting that vowel mutability is a more a general phenomenon. Vowel mutability is also shown to be one of many phenomena in which vowels and consonants show asymmetrical effects. Implications for models of auditory and visual word recognition are discussed.
Dissertations / Theses on the topic "Spanish language Consonants"
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Crane, Mary Williams. "Acquisition of Spanish Voiceless Stops in Extended Stays Abroad." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2707.
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Although English and Spanish both have the voiceless stops /ptk/, they differ in VOT; English has long-lag voiceless stops and Spanish has short-lag. This difference means that native English-speaking learners of Spanish are likely to transfer the long voice lag typical of their first language (L1) to Spanish voiceless stops. This study measured the VOT of 20 native English-speaking learners of Spanish, each with a length of residence (LOR) in a Spanish-speaking country of almost 2 years. The study participants were found to produce voiceless stops intermediate to the averages of their L1 (American English) and L2 (Spanish), with some speakers producing voiceless stops with the range observed for Spanish. A significant main effect on VOT was found for all the variables of linguistic context tested: place of articulation, word-initial vs. -internal position, stress, preceding segment and following segment. A significant main effect was also found for speech style, percentage of communication done in Spanish with native Spanish speakers while abroad, years of formal L2 instruction prior to stay abroad, and time spent each week speaking Spanish with native speakers since their return home. While the extra-linguistic variables are correlated with more target-like VOT, the amount of communication done in the L2 with other native English L2 learners of Spanish was correlated with longer VOTs, i.e. less target-like VOTs, possibly due to reinforcement of L1 transfer habits.
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Gonzalez, Johnson Aracelis Maydee. "Dialectal Allophonic Variation in L2 Pronunciation." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/783.
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This thesis investigated the realization of the English voiceless post-alveolar affricate and the voiceless post-alveolar fricative in native Panamanian speakers learning English as a second language. The Spanish of Panama has a typical deaffrication process where the post-alveolar affricate phoneme is mostly pronounced as a fricative; as a result, the Spanish affricate has two allophones, the voiceless post-alveolar affricate and the voiceless post-alveolar fricative that occur in free variation in the Spanish of Panama. The word positions tested were word initially and finally only. Thus, the purpose of the study was to determine the dominant sound in the Spanish of Panama, to identify dialectal allophonic transfer from the Spanish of Panama, and to verify the accomplishment of the phonemic split in English through the frequency of usage of the target sounds. Subsequently, in order to exemplify the deaffrication phonological process of Panama, I developed and discussed a Feature Geometry of the Spanish language along with the Underspecified consonants of the Spanish language. In addition, I tested three main theories about acquisition of contrastive target sounds, Markedness, and similarity and dissimilarity of sounds. The results showed that these Panamanian learners of English produced the English voiceless post-alveolar fricative significantly more target appropriately than the English voiceless post-alveolar affricate. This indicates that the dominant sound in the Spanish of Panama is the dialectal allophone, the voiceless post-alveolar fricative, which I suggest may become the default post-alveolar phoneme in the Spanish of Panama. Subsequently, the high frequency of the voiceless post-alveolar fricative also indicates that the participants transferred their Panamanian Spanish dialectal allophone, the voiceless post-alveolar fricative, into English and more importantly, they have not reached the phonemic split for these two English target sounds. Taking the dialectal allophone, the voiceless post-alveolar fricative, as the default post-alveolar phoneme in the Spanish of Panama, The Markedness Differential Hypothesis (Eckman, 1977) accounts for the observed trends described as follows: the learning of the less marked sound (English voiceless post-alveolar fricative) was easier to acquire and the learning of the more marked sound (English voiceless post-alveolar affricate) was difficult to acquire.
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Johnson, Keith E. "Second Language Acquisition of the Spanish Multiple Vibrant Consonant." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/193572.
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The Spanish voiced alveolar multiple vibrant consonant /r/, or trill, is often regarded as one of the most difficult sounds in the Spanish phonological inventory for second language (L2) learners. Trills are particularly difficult segments because of their exacting articulatory requirements for production. The highly restricted gestural and aerodynamic configuration required to successfully produce trills could lead to non-native trills automatically being native-like once acquired by learners, unlike other segments which generally show measurably gradient approximation of native values over time. This study employed two experiments to investigate the characteristics of L2 acquisition of Spanish /r/ by adult native speakers of English. The first experiment broadly surveyed the frequency of trill production at four levels of proficiency and among a comparison group of native speakers of Mexican Spanish when trills were the target segments in words. This experiment was designed to show the rate of trill frequency at different learner-levels and to compare it with the rate at which native speakers produce trills. A pattern of increasing ability to produce trills as proficiency level increased was found, as was a pattern of substitution of the alveolar tap as an intermediate strategy among learners who had ceased to transfer American English
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DÃaz-Campos, Manuel Antonio. "Acquisition of phonological structure and sociolinguistic variables : a quantitative analysis of Spanish consonant weakening in Venezuelan children's speech /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu148639916010564.
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Renaud, Jeffrey Bernard. "An optimality theoretic typology of three fricative-vowel assimilations in Latin American Spanish." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/4733.
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The roles of phonetics (e.g., Jun 1995, Holt 1997, Steriade 2001) and Articulatory Phonology (AP, Browman and Goldstein 1986, et seq.) in both the diachronic evolution of and synchronic analyses for phonological processes are relatively recent incorporations into Optimality Theory (OT) (Prince and Smolensky 1993/2004, McCarthy and Prince 1993/2001). I continue this line of inquiry by offering an AP-based OT proposal of three fricative-vowel assimilations in Latin American Spanish: /f/>[x] velarization (fui [xui] "I went"), /f/>[phi] bilabialization (fumo "I smoke") and /x/>[ç] palatalization (gente [çente] "people").
In this dissertation, I pursue three main objectives: to update and clarify via empirical study and spectral analysis the available data; to account for the crosslinguistically recurrent phonological patterns that affect fricative-vowel sequences; and to explain the above processes' genesis and diffusion in Latin American Spanish by integrating the first two goals into an Optimality Theoretic framework.
Concerning the first task, data for the three processes are culled primarily from sociolinguistic corpora (Perissinotto 1975, Resnick 1975, Sanicky 1988, inter alia). Lacking from these accounts are detailed phonetic analyses. To fill this gap, I report on a four-part perception and production study designed to update the descriptive facts and provide spectral analyses for the allophonic variants.
Regarding the second goal, I show that fricatives are susceptible to regressive consonant-vowel assimilation given the recurrence of assimilatory patterns nearly identical to the Spanish processes under investigation in disparate languages throughout the world. I argue that articulatory and acoustic facts conspire to render place features in (non-sibilant) fricatives difficult to recover given the vast interspeaker, intraspeaker and crosslinguistic variability in production (e.g., Ladefoged and Maddieson 1996) and the greater reliance on fricative-vowel transitional cues as opposed to cues internal to the frication on the part of the hearer (e.g., Manrique and Massone 1981, Feijóo and Fernández 2003). To that end, I argue that the sound changes originate(d) with the hearer's misperception of a speaker's extremely coarticulated target (Baker, Archangeli and Mielke 2011, inter alia).
The dissertation concludes with a proposal adapting Jun (1995) that encodes the above articulatory and acoustic facts into an AP-based, typologically-minded OT approach that accounts both diachronically and synchronically for /f/ velarization, /f/ bilabialization and /x/ palatalization in Spanish (updating previous analyses by Lipski 1995 and Mazzaro 2005, 2011).
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Dixon, Ian J. "A Study of Language Attitudes Concerning the De-Affication of /tʃ/, the Pronunciation of the /tɾ/ Consonant Cluster, and the Use of the Definite Article with Proper Names in Santiago, Chile." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2379.
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This thesis analyzes the linguistic attitudes of natives from Santiago, Chile regarding three linguistic phenomena present in Chilean Spanish of Santiago: the fricative realization of the Spanish /tʃ/, the assibilated realization of /tɾ/ and the use of the definite article before the first names of people. The social factors of age, sex and socioeconomic status are acknowledged as possible factors contributing to the linguistic attitudes of the 64 participants interviewed.
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Thomas, Georgianne S. "An introductory reference guide to the cross-linguistic study of the consonants C/k/ and G/g/ from vulgar Latin to romance languages French, Spanish, Italian, Portuguese and Romanian in the initial, medial, and/or ending positions up to the 12th century." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2006. http://digitalcommons.auctr.edu/dissertations/1210.
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This dissertation proposes an analysis of the consonants C/k/ and G/g/ from Vulgar Latin to the five Romance Languages: French, Spanish, Portuguese, Italian, and Romanian in the initial, medial, and/or ending positions up to the 12th century. This study examined the evolution of C/k/ and G/g/ in each language while noting the history and cultures that impacted their evolution.
I discuss how the spoken language of Italian evolved slowly from the late Vulgar Latin of the Empire, in close contact with the universal standard of Medieval Latin, yet is consistent with the rest of the languages in this study when it comes to consonants /b/ d/g/ being pronounced as plosives when they occur at the beginning of the word. I examine the similarities that persist in Romanian and Italian, in spite of Romanian's isolation from the other Romance languages.
I selected these consonants based on the conjugation irregularity of Romance verbs. The findings reflect a consistent conclusion taking into account scribers' errors, political reformations and numerous wars: Relative to all the languages in this research: initial consonants, single or followed by another consonant, remained unchanged; less resistance is offered by intervocalic consonants that either weakened or just disappeared; and final unsupported (preceded by a vowel) consonants or supported (preceded by a consonant) either remained or disappeared, up to the twelfth century. Research also included such variables impacting the languages as cultural concerns; non-contact with other Romance languages; and, geographical isolation.
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Soriano, Stephanie Rose. "Consonant-vowel co-occurrence patterns produced by Spanish-English bilingual children." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-2892.
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Simultaneous bilingual and early sequential bilingual children are exposed to two languages while acquiring the sound system for the first time. In bilingual children who are identified with speech sound delay or disorder, the question arises of how to approach intervention in the most effective way. In monolingual English learning children, some strong within syllable patterns of coronal consonant and front vowel, labial consonant and central vowel, and dorsal consonant and back vowel that are based on rhythmic mandibular oscillations without independent movement of the tongue have been identified as occurring more frequently. No information is available on children learning Spanish or on children who are early bilinguals relative to the presence of these patterns in output. Consideration of the presence of these patterns, typical of early development in English learning children, would help to plan remediation more precisely for bilingual speech delayed children. If the patterns are present, they should be accounted for as basic aspects of the production system output available to young children that might need to be assessed and incorporated into early intervention protocols for bilingual children. The present study tests the hypothesis that significant similarities between performance-based, consonant-vowel (CV) co-occurrence patterns produced in Spanish and English can provide greater efficacy for assessment and intervention practices for bilingual Spanish-English children.
Within syllable CV co-occurrence patterns were observed from 66 months to 81 months of age in six bilingual Spanish-English speaking children. Consonants were categorized into labial, coronal, and dorsal place of articulation while vowels were categorized by front, central, and back dimensions to evaluate co-occurrences. Predictions based on the Frame then Content (FC) theory (MacNeilage & Davis, 1990) were evaluated relative to intrasyllabic combinations of consonants and vowels.
Results confirmed the prediction that CV co-occurrence patterns produced by bilingual Spanish-English speaking children share significant similarities with those produced by children in previously researched languages. These results show that the production based hypothesis of the FC theory of speech production, tested previously on English learning children is also characteristic of bilingual children learning Spanish and English.
These findings suggest that consonant-vowel co-occurrence patterns are impacted by the capacity of the production system to produce different sounds in combination in diverse language learning circumstances, even when children are simultaneous bilingual learners. Mandibular oscillation without independent tongue movement within syllables is responsible for early intrasyllabic patterns produced by children. The FC theory supports the role of performance-based assessment and intervention for future practices in the field.text
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Pugachova, Kateryna. "Výslovnost konsonantických skupin v českých projevech španělských mluvčích." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-352463.
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The topic of this thesis belongs to the area of L2 acquisition. It focuses on the Czech as a second/foreign language for native Spanish speakers, specifically on their pronunciation of selected consonantal clusters in comparison with the Czech orthoepic norm. The theoretical part summarizes the problems learning the pronunciation of second/foreign language and describes phonetic systems, syllable structure and specific combinatorial properties of sounds in Czech and Spanish. The practical part describes the research for which thirteen Spanish speakers from different countries and with different length of stay in the Czech Republic were recorded. For the purpose of the research a special text containing the selected consonantal clusters in initial, medial and final position of the word was compiled. Words were examined with a perceptive analysis and the results were processed according to established criteria.
Books on the topic "Spanish language Consonants"
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Dale, Paulette. English pronunciation for Spanish speakers--consonants. Englewood Cliffs, N.J: Prentice-Hall, 1986.
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Harris-Northall, Ray. Weakening processes in the history of Spanish consonants. London: Routledge, 1990.
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Harris-Northall, Raymond. Weakening processes in the history of Spanish consonants. London: Routledge, 1990.
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Zocchi, Judith Mazzeo. Mia's M book: El libro M de Mía. Sea Girt, N.J: Dingles & Co., 2007.
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Cepeda, Gladys. Las Consonantes de Valdivia. Valdivia: Universidad Austral de Chile, 1991.
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Virginia, Gallo, and Mattera Paola ill, eds. Grandes cambios: El famoso caso G. Buenos Aires, Argentina: Unaluna, 2011.
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Gottheil, Bárbara. Grandes cambios: El famoso caso C. Buenos Aires, Argentina: Unaluna, 2011.
Find full textBook chapters on the topic "Spanish language Consonants"
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Martínez-Gil, Fernando. "Consonant intrusion in heterosyllabic cosonant-liquid clusters in Old Spanish and Old French:." In A Romance Perspective on Language Knowledge and Use, 39. Amsterdam: John Benjamins Publishing Company, 2003. http://dx.doi.org/10.1075/cilt.238.06mar.
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Nagle, Charles L., Alfonso Morales-Front, Colleen Moorman, and Cristina Sanz. "Disentangling Research on Study Abroad and Pronunciation." In Handbook of Research on Study Abroad Programs and Outbound Mobility, 673–95. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0169-5.ch027.
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Despite intuitive and theoretically motivated claims that Study Abroad (SA) is an optimal environment for language development, including pronunciation gains, research on its effectiveness has produced contradictory results. Furthermore, there is little known about short-term study abroad programs, where matriculation numbers are increasing faster than ever before. This chapter analyzes pre- and post-SA oral production data from 18 advanced learners of Spanish, focusing on stop consonants (/p, t, k, b, d, g/). Development was defined in terms of voice onset time for /p, t, k/ and a 5-point lenition measure for /b, d, g/. Learners produced significantly shorter VOT values after the SA program, though there was not a similar improvement in lenition score. Therefore, the intensive, six-week SA experience yielded substantial gains in L2 pronunciation for these advanced learners of Spanish. Results are discussed in light of advances in both research methodology and study abroad program design.
Conference papers on the topic "Spanish language Consonants"
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Simonet, Miquel, Joseph Casillas, and Yamile Díaz. "The effects of stress/accent on VOT depend on language (English, Spanish), consonant (/d/, /t/) and linguistic experience (monolinguals, bilinguals)." In 7th International Conference on Speech Prosody 2014. ISCA: ISCA, 2014. http://dx.doi.org/10.21437/speechprosody.2014-28.
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