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Title The Phonological Permeability Hypothesis Measuring Regressive L3 Influence to Test L1 and L2 Phonological Representations
URL
Publication Date
Degree PhD
Discipline/Department Romance Languages - Spanish and Portuguese Studies
Degree Level doctoral
University/Publisher University of Florida
Abstract The Phonological Permeability Hypothesis (PPH, Cabrell iAmaro & Rothman, 2010) attempts to reconcile evidence suggesting some L2learners, however rare, attain native-like L2 phonological systems with the observation that most do not. Considering existing L2 phonology research, it isnot clear that phonological differences between early and late acquirers mustbe the consequence of maturational effects on implicit mechanisms. Thus, to test how native-like adult-acquired systems are, the extent to which early- and late-acquired systems are equally resilient to influence from an L3 is examined.The PPH posits that native-like phonological systems acquired in adulthood are different from systems acquired in childhood with regards to relative stability. To test the PPH, a cross-sectional study of three types of English/Spanish bilinguals differing in age and context of acquisition (AoA) of Spanish was carried out to examine whether AoA determines relative vulnerability of the Spanish phonological system when exposed to L3 BP. In addition, a longitudinal case study was conducted, observing an L1 English/L2Spanish bilingual’s Spanish prior to BP exposure, and his BP and Spanish after 11weeks of BP immersion. The focus of the investigation was the acquisition of reduced word-final unstressed vowels [?] and [?] in BP and potential regressive influence on the perception, production, and processing of Spanish word-final unstressed [e] and [o]. Results from the cross-sectional study did not reveal any between-group differences in perception, production, or reaction time in terms of BP influence on Spanish. Therefore, these data align with the possibility that AoA does not determine the relative stability of a phonological system in terms of mental representation or processing. However,while these data do not support the PPH, evidence meeting the criteria for falsification of the PPH is also lacking. The case study results are indicative of rapid and permeating L3 influence on the learner’s Spanish processing during speech production, and a large-scale longitudinal investigation of the three bilingual types tested here is necessary to reveal whether early and late acquirers of Spanish are equally vulnerable to L3 influence and what the nature of any observed vulnerability is. ( en )
Subjects/Keywords Language; Language acquisition; Learning; Lexical stress; Linguistics; Native languages; Phonetics; Phonology; Syllables; Vowels; acquisition  – brazilian  – heritage  – l1  – l2  – l3  – language  – optimality  – phonetic  – phonology  – portuguese  – reduction  – regressive  – spanish  – theory  – transfer  – vowel
Contributors Rothman, Jason Leonardo (committee chair); Wiltshire, Caroline R (committee member); Lord-Ward, Gillian E (committee member); Wayland, Ratree (committee member); Kager, Rene W (committee member)
Language en
Country of Publication us
Record ID florida:etd:UFE0045225
Repository florida
Date Retrieved
Date Indexed 2020-05-13
Grantor University of Florida

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…63 3 VOWEL REDUCTION ..........................................................................................................66 3.1 Overview…

…66 3.2 Vowel Reduction ............................................................................................................. 66 8 3.2.1 BP…

…75 3.2.3.1 The English vowel inventory and stress................................................75 3.2.3.2 Theoretical analysis ...............................................................................77 3.2.4 Universal Prominence Reduction

…64 3-1 Belorussian vowel reduction. .............................................................................................85 3-2 BP unstressed word-final [ɪ]…

…67 3.2.1.1 The BP vowel inventory and stress .......................................................67 3.2.1.2 Theoretical analysis ...............................................................................69 3.2.2 Spanish…

…74 3.2.2.1 The Spanish vowel inventory and stress ...............................................74 3.2.2.2 Theoretical analysis ...............................................................................75 3.2.3 English…

…109 4.5.1 Vowel Segmentation .........................................................................................110 4.5.2 Metrics ...............................................................................................................111…

…139 6.2 Delayed Repetition Task Results ................................................................................... 139 6.2.1 BP Control Vowel Quality ................................................................................140 6.2.2…

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