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UID:calendar.1228.events_uoft_date.0@www.spanport.utoronto.ca
CREATED:20250128T215233Z
DESCRIPTION:\nWhen and Where: \nFriday, February 07, 2025 2:00 pm to 3:30
  pm \n Victoria College 101 \n 91 Charles St. West, first floor \n\nSpeak
 ers \nChristine Shea \n\nDescription: \nWe are glad to welcome professor C
 hristine Shea (The University of Iowa) for a visit to our Department, and
  cordially invite you to this lecture.About the Presentation: (co-authors 
 Christine Shea and Ciara Tapanes) In this study, we present data examinin
 g how Spanish speakers transfer the abstract syllabic linking that drives 
 the phonetic realization of /i/ in their native language to their second l
 anguage, English. In Spanish, underlying /i/ may surface as a vowel, gl
 ide, fricative, affricate, or stop ([i, j, ʝ ʝɟ ɟ]), depending upon 
 where it occurs in the syllable, whether as syllable peak, non-peak sate
 llite member of a diphthong or onset. English has no such linking; both g
 lides and affricates occur in word onset and can form minimal pairs in wor
 ds such as “yet” [jɛt] and “jet” [dʒɛt]. Thus, Spanish speakers must lear
 n to represent these L1 allophones as L2 phonemes.Our predictions are guid
 ed by the Personal Articulatory Precision Hypothesis (PAPH, Kartushina & 
 Frauenfelder, 2014; Flege & Bohn, 2020), applied to allophones. The PA
 PH posits a positive relationship between L1 category compactness and spea
 kers’ personal L2 production precision. We predict that L1 Spanish speaker
 s with more compact L1 categories will have greater precision in their L2 
 productions than speakers with greater variability across different alloph
 onic positions. Participants were 14 speakers from Querétaro, México. Spa
 nish target words had /i/ in word-initial and medial position, stressed a
 nd unstressed syllables, counterbalanced across vowel contexts. English t
 arget words had a glide or affricate in the same positions. Items varied i
 n spelling (, , in Spanish; and in English). There were two tasks. In t
 he Spanish and English Delayed Repetition task, participants heard a word
  or a sentence, followed by a 500ms medium-frequency beep, saw a kaleido
 scope (1000ms), and then repeated the word/sentence they heard. In the Sp
 anish minimal pairs task, participants read minimal pairs with /i/ in dif
 ferent syllable positions. Preliminary analysis of the Spanish data indica
 tes high variability across speakers and within certain speakers’ producti
 on of Spanish targets. English analysis is pending.ReferencesFlege, J. E.
 , & Bohn, O.-S. (2021). The Revised Speech Learning Model (SLM-r). In R.
  Wayland ​  (Ed.), Second Language Speech Learning: Theoretical and Empir
 ical Progress (pp. 3–83). Cambridge University Press​  Harris, James W. a
 nd Ellen M. Kaisse. 1999. Palatal vowels, glides, and obstruents in Arge
 ntinian Spanish. Phonology 16.117–190.Hualde, José I. 1997. Spanish /i/ 
 and related sounds: An exercise in phonemic analysis. Studies in the Lingu
 istic Sciences 27.61–79.Jaggers, Z.S., 2018. Evidence and characterizati
 on of a glide-vowel distinction in American English. Laboratory phonology\
 , 9(1).Kaisse, Ellen M. 2019. Glides and High Vowels in Spanish. In S. Co
 lina and F. Martínez-Gil (eds), The Handbook of Spanish Phonology, Routl
 edge, 145-162.  Kartushina, N., & Frauenfelder, U. H. (2014). On the e
 ffects of L2 perception and of individual differences in L1 production on 
 L2 pronunciation. Frontiers in psychology, 5, 105122.​  Levi, Susannah 
 V. 2006. Phonemic vs. derived glides. Lingua 118.1956–1978.Levi, Susannah
  V. 2011. Glides. In Marc van Oostendorp, Colin J. Ewen, Elizabeth Hume\
 , and Keren Rice (eds.), The Blackwell Companion to Phonology. Oxford: Wi
 ley-Blackwell, 341–366. About the Presenter: Christine Shea is an Associa
 te Professor in the Departments of Linguistics and Spanish & Portuguese at
  the University of Iowa. Her research is spurred by interest in how age, 
 experience and the native language sound system interact with the percepti
 on and production of a second language. Adult second language learners app
 roach their second language with a first language already in place. Her wo
 rk investigates how experience with a previously acquired language affects
  the way learners perceive and produce a second (or third) language. Her a
 pproach looks at these issues by assuming the input signal is a source of 
 rich information that learners may or may not be able to take advantage of
  when perceiving and producing their non-native language and creating the 
 representations that support further learning. \n\nContact Information: \n
  Laura Colantoni laura.colantoni@utoronto.ca Department of Spanish & Portu
 guese \n\nSponsors \nDepartment of Spanish & Portuguese \n91 Charles St. W
 est, first floor \n\nCategories \n Lectures and Conferences \n\nAudiences
  \n Spanish
DTSTART;TZID=America/New_York:20250207T140000
DTEND;TZID=America/New_York:20250207T153000
LAST-MODIFIED:20250131T154209Z
LOCATION:91 Charles St. West, first floor
SUMMARY:L1 Category Compactness, L1 Allophonic Targets and L2 Production
URL;TYPE=URI:https://www.spanport.utoronto.ca/events/shea
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