Abstract
ABSTRACTThere is growing evidence that exposure to orthographic input affects second language phonological acquisition. This study examined the effects of auditory–orthographic interactions on second language assibilated/fricative rhotic productions of 20 naive English speakers of Spanish, with an acoustic–phonetic approach. The participants were assigned to two groups: auditory-only and auditory–orthographic. The results were indicative of a higher rate of both assibilated/fricative rhotics and approximant rhotics in the auditory–orthographic group. In addition, there was evidence that the acoustic input modulated the orthographic effects. However, the auditory-only group produced a higher rate of postalveolar sibilants. These results will be discussed in terms of (a) the salience-enhancing effect of the grapheme <r> and (b) the overriding effect of orthography.
Publisher
Cambridge University Press (CUP)
Subject
General Psychology,Linguistics and Language,Language and Linguistics,Experimental and Cognitive Psychology
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