Measuring second language acquisition of spanish lenition

Abstract

In intervocalic position, Spanish /b/, /d/, and /g/ are lenited to fricatives or approximants [β], [ð], and [ɣ] (Hualde 2005).The goal of this study is to examine the ability to learn allophones of these Spanish voiced stops among L2 learners. Eighteen native English-speaking Spanish learners were recorded reading word lists at the beginning and end of a semester-long course on Spanish pronunciation, which included explicit instruction on voiced stop allophones. Ennever, Meakins, and Round (2017)’s automatic segmentation method was used to analyze degree of lenition. This method uses the intensity contour to determine the on- and offset of intervocalic consonants. It yields three measurements: difference between maximum and minimum intensity (Δi), maximum change in intensity over time, i.e. velocity, (vpeak) and duration. A smaller absolute value of Δi and vpeak, and a shorter duration correspond with a greater degree of lenition. Between the two recording times, Δi, vpeak, and duration all decreased, demonstrating some learning of Spanish lenition. Results on the impact of preceding and following vowels, and consonant place of articulation were mixed. Syllable stress and age of onset of Spanish instruction had no effect on lenition.