Perception of word-final /t/, /d/, /s/, and /z/ by beginning Spanish-speaking learners of English

Abstract

Previous research has indicated that speakers of Spanish learning English have problems perceiving and producing the word-final /t/–/d/ contrast [Flege, 1992]. In this study we examined whether beginning learners of English from Latin America could distinguish word-final voicing and manner contrasts among /d/, /t/, /s/, and /z/ when produced in three different vowel contexts by two speakers. As expected, subjects had difficulty correctly discriminating the voicing distinction in both stops and fricatives. On average, performance was poorer on /t/–/d/ than /s/–/z/. Subjects had no difficulty distinguishing voiced or voiceless consonants differing in manner. There was a clear vowel effect; performance was poorer on average for voicing contrast in the high front vowel context than for low central and high back contexts, although there were individual differences. There was also a strong speaker effect; subjects more easily identified the /d/–/t/ contrast of the male speaker, who had longer closure durations and stronger release bursts than those of the female speaker.