Learning L2 Rhythm: does the direction of acquisition matter?

Mostra el registre complet Registre parcial de l'ítem

• dc.contributor.author van Maastricht, Liekeca
• dc.contributor.author Krahmer, Emielca
• dc.contributor.author Swerts, Marcca
• dc.contributor.author Prieto Vives, Pilar, 1965-ca
• dc.date.accessioned 2017-09-26T16:51:00Z
• dc.date.available 2017-09-26T16:51:00Z
• dc.date.issued 2016
• dc.description Comunicació presentada a: Speech Prosody 2016, celebrada del 31 de maig al 3 de juny de 2016 a Boston, Estats Units.
• dc.description.abstract This study investigates the acquisition of second language (L2) rhythm by speakers of Dutch and Spanish, two languages that traditionally are considered to be rhythmically different. Specifically, it investigates whether the direction in which the L2 is learned (from Dutch to Spanish, or vice versa) influences the ease of acquisition. Dutch has relatively complex syllable structure and uses extensive final and accentual lengthening, while Spanish has a less complex syllable structure and uses less accentual and final lengthening. Consequently, Dutch and Spanish lie at opposite ends of the rhythm continuum. Eckman’s ([1], [2]) Markedness Differential Hypothesis (MDH) predicts that Dutch rhythm is more marked, and therefore more difficult to acquire for SLD, than Spanish rhythm is for DLS. When comparing accentual and final lengthening data by L2 learners with a low (A2) and high (B2) proficiency level in both learning directions, it is therefore expected that the DLS will advance more towards their respective target native speaker control group than SLD. Our results, however contradict the MDH, as they show that SLD outperform the DLS for both measures.
• dc.description.sponsorship This research was supported by two grants to the first author: one of the Prins Bernhard Cultuurfonds (40005750/HEV/ILE) and another one of the Jo Kolk Studiefonds.
• dc.format.mimetype application/pdfca
• dc.identifier.citation van Maastricht L, Krahmer E, Swerts M, Prieto P. Learning L2 Rhythm: does the direction of acquisition matter?. In: Barnes J, Brugos A, Shattuck-Hufnagel S, Veilleux N, editors. Speech Prosody 2016; 2016 May 31-June 3; Boston, United States of America. [place unknown]: International Speech Communication Association; 2016. p. 974-8. DOI: 10.21437/SpeechProsody.2016-200
• dc.identifier.issn 2333-2042
• dc.identifier.uri http://hdl.handle.net/10230/32812
• dc.language.iso eng
• dc.publisher International Speech Communication Associationca
• dc.relation.ispartof Barnes J, Brugos A, Shattuck-Hufnagel S, Veilleux N, editors. Speech Prosody 2016; 2016 May 31-June 3; Boston, United States of America. [place unknown]: International Speech Communication Association; 2016. p. 974-8. DOI: 10.21437/SpeechProsody.2016-200
• dc.rights © ISCA
• dc.rights.accessRights info:eu-repo/semantics/openAccess
• dc.subject.keyword Second language rhythm
• dc.subject.keyword Accentual lengthening
• dc.subject.keyword Final lengthening
• dc.subject.keyword Spanish
• dc.subject.keyword Dutch
• dc.title Learning L2 Rhythm: does the direction of acquisition matter?ca
• dc.type info:eu-repo/semantics/conferenceObject
• dc.type.version info:eu-repo/semantics/publishedVersion