Abstract
The present study investigates confusion patterns in the identification of English vowel sounds by native Spanish learners. The aim was to test the validity of Kuhl's Native Language Magnet (NLM) theory for Spanish learners with an intermediate level of competence in English. Following this theory, the English and Spanish vowel systems were compared in order to obtain a set of L2 confusion predictions that could be derived from the NLM model. It was hypothesized that the prototype model would fail to account for all the confusion patterns in our data since our subjects interlanguage phonological system was no longer a direct reflection of their Ll system. A test was conducted in which subjects were asked to identify RP vowels in monosyllabic words after receiving specific phonetic training. It was observed that few perceptual confusions could be explained according to the NLM model as interpreted for L2 acquisition. We propose that the NLM theory can only account for L2 data if revisions are made as to the nature of prototypes in the interlanguage. The NLM model should also take into account other factors that may shape prototypes such as vowel duration and universals principles.
Highlights
In the study of second language (L2) acquisition much has been said about learners' errors
It is readily apparent that no vowel showed really poor identifications, the worst results are only just below 50% correct interpretations
Taking into account the relationships established in part 2, we will hypothesise on Native Language Magnet (NLM)'s predictions, as outlined in the introduction above, for Spanish perceptions ofEnglish vowels
Summary
In the study of second language (L2) acquisition much has been said about learners' errors. Various studies have made a point ofminimizing the importance of transfer and have ascribed errors to developmental or intralingual processes amongst other reasons (Richards 1971; Dulay and Burt 1973). 1994)believethatphonetic/phonologicalmistakes are very often due to first language (Ll) influences In this sense, sound system differences between the NL and the target language (TL) may pose various degrees of difficulty to learners which, at a perceptual level, will be manifested as confusions. Sound system differences between the NL and the target language (TL) may pose various degrees of difficulty to learners which, at a perceptual level, will be manifested as confusions This is not to say that language differences lead to errors, but that they may do so. At a later stage of L2 knowledge learners may present more intralingual errors (Major 1987)
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