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| Author | : Ana E. Parrondo Rodriguez |
| Publisher | : |
| Total Pages | : |
| Release | : 1999 |
| Genre | : |
| ISBN | : |
| Author | : Anna Kijak |
| Publisher | : |
| Total Pages | : 388 |
| Release | : 2009 |
| Genre | : Second language acquisition |
| ISBN | : |
This dissertation addresses the second language (L2) acquisition of word stress in production and perception, from both a phonological-theoretical and psycholinguistic angle. It investigates how cross-linguistic differences in the (types of) metrical systems of native speakers of a variety of first (native) languages (L1) affect the L2 acquisition of word stress. This includes the differences in the formal properties of L1 and L2 stress and the functional properties of L1 stress, and their implications for the representation of stress in the mental lexicon established during the L1 acquisition process. To this end, native speakers of several languages were tested experimentally for their L2 perception and production of Polish word stress. These languages were Russian (lexical accent system, all positions in a word possible), German, English, Spanish, Italian (in all, stress within a three-syllable window at the right edge of the word), Czech (fixed word-initial stress), French (phrase-final stress) and Chinese (tone language). The L2 Polish has fixed pre-final stress. This thesis contributes to a better understanding of adult L2 acquisition of stress, the relationship between L2 perception and production, and the effects of L1 properties on the acquisition of L2 stress. As one of its most important features, this dissertation addresses the complexity of the (L2) stress perception process, suggesting that the function of L1 stress (in terms of facilitating word recognition or word segmentation) should be included in the properties affecting speakers#x2019%x; stress perception. This dissertation will be of interest to those working in the area of phonology, second language acquisition and psycholinguistics.
| Author | : James Wesley Harris |
| Publisher | : MIT Press (MA) |
| Total Pages | : 158 |
| Release | : 1983 |
| Genre | : Spanish language |
| ISBN | : 9780262081245 |
In this book, James Harris outlines important new results that impose strong constraints on the theory of Spanish phonology, with consequences beyond Spanish and beyond the family of Romance languages.
| Author | : Laura Colantoni |
| Publisher | : Cambridge University Press |
| Total Pages | : 431 |
| Release | : 2015-09-10 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1316368254 |
Second language acquisition has rapidly grown as a field over the past decade, as our knowledge of the ways in which children and adults learn and use a second language has become crucial for effective language teaching. In addition to this important 'applied' function, research into second language acquisition has also informed the fields of linguistics and psychology in general, as it has shed light on the differences between native and non-native models of human language and cognition. The focus of this accessible new book is second language speech - that is, how speakers perceive, process, understand and pronounce the sounds of a second language. Each chapter includes review questions, and most chapters include 'tutorial' and 'lab' sections with practical exercises based on the University of Toronto Romance Phonetics Database (available online for free). The book also has a companion website, containing illustrated answers to the exercises, scripts for running acoustic analyses and useful weblinks.
| Author | : Rajiv Rao |
| Publisher | : Routledge |
| Total Pages | : 424 |
| Release | : 2019-04-24 |
| Genre | : Foreign Language Study |
| ISBN | : 1317356292 |
Key Issues in the Teaching of Spanish Pronunciation: From Description to Pedagogy is a resource that encourages Spanish teachers and curriculum designers to increase their incorporation of pronunciation into the classroom. Combining theory and practical guidance, it will help language practitioners integrate the teaching of Spanish pronunciation with confidence and effectiveness. The international group of scholars across its 15 chapters is made up of individuals with well-established research records and training in best pedagogical practices. Key features: A range of topics including vowels, various classes of consonants, prosody, the use of technology, the role of orthography, the importance of both perception and production, individual learner differences, and teacher training; Overviews of descriptive, empirical, and acquisition-based research associated with each aspect of the Spanish sound system; Guidance on the difficulties that teachers face when incorporating the teaching of pronunciation into the classroom; Clear explanations of concepts, accompanied by an abundance of concrete examples and references; Multiple sample activities and lesson plans tailored to different levels and backgrounds of students; A bilingual glossary of terms to help the content reach the widest audience possible. Written in a clear and accessible manner, Key Issues in the Teaching of Spanish Pronunciation is an essential resource for teachers of Spanish at all levels. It is also an excellent reference book for researchers and both undergraduate and graduate university students interested in Spanish phonetics and language acquisition.
| Author | : Fernando Martínez-Gil |
| Publisher | : John Benjamins Publishing |
| Total Pages | : 574 |
| Release | : 2007-03-15 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 9027292620 |
This outstanding volume offers the first comprehensive collection of optimality-theoretic studies in Spanish phonology. Bringing together most of the best-known researchers in the field, it presents a state-of-the-art overview of research in Spanish phonology within the non-derivational framework of optimality theory. The book is structured around six major areas of phonological research: phonetics–phonology interface, segmental phonology, syllable structure and stress, morphophonology, language variation and change, and language acquisition, including general as well as more specialized articles. The reader is guided through the volume with the help of the introduction and a detailed index. The book will serve as core reading for advanced graduate-level phonology courses and seminars in Spanish linguistics, and in general linguistics phonology courses. It will also constitute an essential reference for researchers in phonology, phonological theory, and Spanish, and related areas, such as language acquisition, bilingualism, education, and speech and hearing science.
| Author | : Obdulia Castro |
| Publisher | : University Press of America |
| Total Pages | : 164 |
| Release | : 2006 |
| Genre | : Foreign Language Study |
| ISBN | : 9780761835318 |
This work utilizes an empirical and theoretical approach to the study of linguistic phenomena, such as syllable structure, stress assignment, diphthongs, and phonological processing in Spanish. Based on data from L1 and L2 environments in Spanish language acquisition, these collected articles investigate examples of morphophonological interaction in native and non-native systems by identifying similarities and differences in comprehension and incorporation. Language change and language learning are examined extensively throughout in regards to difficulties intrinsic to the learner, the learning environment, and the utilization of the language in everyday life.
| Author | : Héctor Campos |
| Publisher | : Georgetown University Press |
| Total Pages | : 662 |
| Release | : 1992-03-01 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 9781589018419 |
In this invited volume, experts in Spanish linguistics who subscribe to the Chomskyian thory of Universal Grammar, along with the editors, approach the general applicability of this model from the perspectives of their subdisciplines: language acquisition, syntax, semantics, phonology, and morphology. Their research points to the verification of the Chomskyian linguistic theory as a general framework for explaining phenomena in language acquistion and use—and, more generally, to the possible development of a model of mind based on linguistic theory. Current Studies in Spanish Linguistics will interest all specialists in Spanish and theoretical linguistics, as well as those interested in cognitive science, psychology, philosophy of mind, and artificial intelligence.
| Author | : Silvina A. Montrul |
| Publisher | : John Benjamins Publishing |
| Total Pages | : 429 |
| Release | : 2004-12-23 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 9027294909 |
This is the first book on the acquisition of Spanish that provides a state-of-the-art comprehensive overview of Spanish morphosyntactic development in monolingual and bilingual situations. Its content is organized around key grammatical themes that form the empirical base of research in generative grammar: nominal and verbal inflectional morphology, subject and object pronouns, complex structures involving movement (topicalizations, questions, relative clauses), and aspects of verb meaning that have consequences for syntax. The book argues that Universal Grammar constrains all instances of language acquisition and that there is a fundamental continuity between monolingual, bilingual, child and adult early grammatical systems. While stressing their similarities with respect to linguistic representations and processes, the book also considers important differences between these three acquisition situations with respect to the outcome of acquisition. It is also shown that many linguistic properties of Spanish are acquired earlier than in English and other languages. This book is a must read for those interested in the acquisition of Spanish from different theoretical perspectives as well as those working on the acquisition of other languages in different contexts.
| Author | : Ulrike Gut |
| Publisher | : Walter de Gruyter GmbH & Co KG |
| Total Pages | : 215 |
| Release | : 2015-03-30 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 3110394588 |
The book is concerned with the acquisition of English phonology, both segmental and suprasegmental, by learners of English as a second language, as a third language and by speakers of a postcolonial (“new”) variety of English. It focuses on the acquisition process and factors influencing it, based on insights from all three disciplines.
