Abstract
This study investigates how fluent second-language (L2) learners of English produce and perceive the /æ/–/ɑ/ vowel contrast of Southwestern American English. Two learner groups are examined: (1) early, proficient English speakers who were raised by Spanish-speaking families but who became dominant in English during childhood and, as adults, lack communicative abilities in Spanish, and (2) Spanish-speaking late learners of English who continue to be dominant in Spanish. The participants provided data in three tasks: one production and two perceptual. The study finds that both learner groups differ from native controls in their production and perception of the /æ/–/ɑ/ contrast. The findings shed light on our understanding of the relative effects of age (at onset of language exposure) and language dominance (at time of testing) by showing that sequential bilingualism impacts phonetic behavior even when speakers have become dominant in the target language.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 171-195 |
| Number of pages | 25 |
| Journal | Second Language Research |
| Volume | 32 |
| Issue number | 2 |
| DOIs | |
| State | Published - Apr 1 2016 |
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Keywords
- early language exposure
- English vowel contrasts
- perception
- second language learning
ASJC Scopus subject areas
- Linguistics and Language
- Education
Cite this
Production and perception of the English /æ/–/ɑ/ contrast in switched-dominance speakers. / Casillas, Joseph V.; Simonet, Miguel -.
In: Second Language Research, Vol. 32, No. 2, 01.04.2016, p. 171-195.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Production and perception of the English /æ/–/ɑ/ contrast in switched-dominance speakers
AU - Casillas, Joseph V.
AU - Simonet, Miguel -
PY - 2016/4/1
Y1 - 2016/4/1
N2 - This study investigates how fluent second-language (L2) learners of English produce and perceive the /æ/–/ɑ/ vowel contrast of Southwestern American English. Two learner groups are examined: (1) early, proficient English speakers who were raised by Spanish-speaking families but who became dominant in English during childhood and, as adults, lack communicative abilities in Spanish, and (2) Spanish-speaking late learners of English who continue to be dominant in Spanish. The participants provided data in three tasks: one production and two perceptual. The study finds that both learner groups differ from native controls in their production and perception of the /æ/–/ɑ/ contrast. The findings shed light on our understanding of the relative effects of age (at onset of language exposure) and language dominance (at time of testing) by showing that sequential bilingualism impacts phonetic behavior even when speakers have become dominant in the target language.
AB - This study investigates how fluent second-language (L2) learners of English produce and perceive the /æ/–/ɑ/ vowel contrast of Southwestern American English. Two learner groups are examined: (1) early, proficient English speakers who were raised by Spanish-speaking families but who became dominant in English during childhood and, as adults, lack communicative abilities in Spanish, and (2) Spanish-speaking late learners of English who continue to be dominant in Spanish. The participants provided data in three tasks: one production and two perceptual. The study finds that both learner groups differ from native controls in their production and perception of the /æ/–/ɑ/ contrast. The findings shed light on our understanding of the relative effects of age (at onset of language exposure) and language dominance (at time of testing) by showing that sequential bilingualism impacts phonetic behavior even when speakers have become dominant in the target language.
KW - early language exposure
KW - English vowel contrasts
KW - perception
KW - second language learning
UR - http://www.scopus.com/inward/record.url?scp=84962540538&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84962540538&partnerID=8YFLogxK
U2 - 10.1177/0267658315608912
DO - 10.1177/0267658315608912
M3 - Article
AN - SCOPUS:84962540538
VL - 32
SP - 171
EP - 195
JO - Second Language Research
JF - Second Language Research
SN - 0267-6583
IS - 2
ER -