Context of learning and second language development of Spanish vowels

• Avizia Y. Long ^[1] ; Megan Solon ^[3] ; Silvina Bongiovanni ^[2]
  1. [1] Texas Tech University

     Texas Tech University

     Estados Unidos

     
  2. [2] Michigan State University

     Michigan State University

     City of East Lansing, Estados Unidos

     
  3. [3] University at Albany

  Mostrar afiliaciones +
• Localización: Studies in Hispanic and Lusophone linguistics, ISSN-e 2199-3386, ISSN 1939-0238, Vol. 11, Nº. 1, 2018, págs. 59-87
• Idioma: inglés
• Enlaces
  • Texto Completo Ejemplar
• Resumen

  • The present study explored development in Spanish vowel production during a short-term study abroad program. The production patterns of a group of learners studying abroad in a 4-week program in the Dominican Republic were compared in terms of overall vowel quality, tendency to diphthongize /e/ and /o/, and vowel duration to those of a similar group of learners studying in the at-home context. Results revealed no significant changes or differences between groups in vowel quality or diphthongization, but a significant improvement (i.e., reduction) in vowel duration for /a/, /o/, and /u/ for the at-home group only. Findings are discussed in relation to previous research, and areas for future research are outlined.