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STRESS PERCEPTION IN L1 AND L2 SPANISH AND ENGLISH : : - Coggle Diagram
STRESS PERCEPTION IN L1 AND L2 SPANISH AND ENGLISH
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STRESS
linguistic phenomenon
used nearly universally across language
may be aligned left (“leftward”) or aligned right (“rightward”)
WORD-LEVEL STRESS
stress occurs in every word.
ENGLISH
English employs stress to differentiate between one word and two
The use of the English tone for the accent in selected words could also play an important role.
Native English speakers respect the stressed syllable because the values for each correlation are well matched.
SPANISH
Spanish contains a large number of contrastively stressed words
The hypothesize a connection between perception and production.
The beginnings of spoken words with stress information prevail words with the same stress pattern over words with a different stress pattern, even when all sounds are the same.
In Spanish the accent is used to eliminate the ambiguity of the words.
Correlates of Stress
May also be expressed through phonological vowel reduction of unstressed syllables
Spanish speakers heard durational differences more easily than English speakers. When they played declarative sentences, however, both groups could perceive the stress.
“pitch accents” are considered in many articles to refer to prosodic stress
Present Experiment
When the syllable is present and stressed, it is most likely in both languages to be in the penultimate position rather than antepenultimate or final.
there are more vowels in English than Spanish.
the frequency of the syllables used in English and Spanish was examined
Research Questions
Bilingual speakers will perceive stress with the correlates of their dominant language, rather than the correlates of their non-dominant language.
Perception will match production correlates of stress for particular languages.
Bilingual speakers will change the correlates for which they are listening depending on
the language they are expecting to hear.
METHODS
Participants
the participants were young university students from 18 to 21 years of age
The groups were analyzed as opposites, and students from Peru asked more about their exposure to English, and students in the United States asked about their exposure to Spanish.
Stimuli
The stimulation consisted of recording with questions and answers in English and Spanish that contained unfocused words that began with two target syllables without stress.
Procedure
Students were asked in the recording for confirmation of their understanding, and no
students asked for clarification during this section of the instructions.
RESULTS
Influence of Language on RESPONSE
Perception Differences in RESPONSE
Signal Detection Theory
Comparing Correlates
The Role of Position
Results for REACTION TIME
Results for GOODNESS
Spanish Native Speakers
Discussion
Influence of Language
Perception Differences in RESPONSE and Signal Detection Theory
Comparing Correlates
The Role of Position
REACTION TIME