Early and late Spanish–English bilinguals' acquisition of English word stress patterns

Guion, Susan G.; Harada, Tetsuo; Clark, J. J.

doi:10.1017/s1366728904001592

Cited by 109 publications

(70 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In Zhang's study (2010), Mandarin EFL learners also preferred to place stress on the initial syllable. The result is consistent with the previous findings that Chinese students rely more on lexical class in deciding where to place the stress in English words (Guion et al, 2004;Zhang, 2010).…”

Section: Mispronunciation Of Vowelssupporting

confidence: 93%

See 1 more Smart Citation

The Acquisition of English Word Stress by Mandarin EFL Learners

Liú¹

2017

ELT

View full text Add to dashboard Cite

Compared with the study of acquisition of syntax and morphology, there is a relative lack of research on the acquisition of phonology, the L2 acquisition of word stress in particular. This paper investigates the production of word stress by 70 Chinese college students in their reading aloud. Altogether 350 minutes' recordings were collected and coded. The result shows that improper assignment of word stress most likely occurs in two-syllable words and three-syllable words and on the first syllable. The factors which account for these problems are learners' insensitivity to syllabic structure of English words and lack of knowledge of rules on English word stress.

show abstract

Section: Mispronunciation Of Vowelssupporting

confidence: 93%

“…However, relatively little research has been conducted to investigate the second language acquisition of suprasegmental elements (e.g. pitch accent, tone, stress, intonation) (Davis & Kelly, 1997;Guion et al, 2004;Guion, 2005).…”

Section: Introductionmentioning

confidence: 99%

The Acquisition of English Word Stress by Mandarin EFL Learners

Liú¹

2017

ELT

View full text Add to dashboard Cite

show abstract

“…All the nonce words were designed in accordance with English phonological rules. Guion et al (2004) found that stress placement on nonce words may be influenced by phonologically similar words. Thus, the nonce words in the present study were created to be as dissimilar from real English words as possible.…”

Section: Methodsmentioning

confidence: 99%

“…The other two participants had not taken any speaking test at the time of the experiment, but both of them had been in the U.S. for more than four years. Following Guion et al (2004) and Wayland et al (2006), a test was conducted to probe their ability to produce stress in real English words. The test items were taken from Guion et al, among which 18 words had regular stress patterns and 18 words irregular patterns (see Appendix A for stimuli).…”

Section: Participantsmentioning

confidence: 99%

The Acquisition of English Lexical Stress by Chinese-speaking Learners: An OT Account

Yuan¹,

Cheng²

2017

ELT

View full text Add to dashboard Cite

Lexical stress is an important contributor to foreign accent as well as intelligibility of second language (L2) speech. The present study intends to find out to what extent Chinese-speaking learners whose native language has less evident stress can acquire English lexical stress. A production test was administered to nine advanced Chinese learners of English and nine native English controls, who read aloud 12 types of nonce English nouns. The results showed that the Chinese participants were able to place stress correctly in two-syllable words and three-syllable words with a heavy penultimate syllable. However, irregularity was observed in three-syllable words with a light penultimate syllable, particularly H(eavy)L(ow)L(ow). The results are further interpreted in Optimality Theory. It is argued that the learners' interlanguage grammar is both negatively and positively influenced by their native language. The constraint only active in Chinese causes the interlanguage to be non-nativelike. By contrast, the shared active constraints facilitate learning. Moreover, the emergence of the constraints in the interlanguage grammar which are inactive in Chinese but active in English provides evidence for the learners' ability to restructure their interlanguage phonology.

show abstract

“…For example, cognate words such as poni (pony), polo, and kilo, are all pronounced with trochaic-stress in both English and Spanish, whereas words such as actor, doctor, and local are trochaic in English but iambic in Spanish. Guion, Harada, and Clark (2004) showed that proficient SpanishEnglish bilinguals did not use syllabic structure to place lexical stress in (English) nonwords as monolingual English speakers did, and Archibald showed that native Spanish speakers were influenced by Spanish lexical stress patterns while reading English words aloud. This suggests that the structure of the first language has a strong effect on the lexical stress processing of the second language.…”

Section: Native Language Influencesmentioning

confidence: 99%

Recognition memory for foreign language lexical stress

Suárez

Goh

2013

Mem Cogn

View full text Add to dashboard Cite

This study investigated whether English speakers retained the lexical stress patterns of newly learned Spanish words. Participants studied spoken Spanish words (e.g., DUcha [shower], ciuDAD [city]; stressed syllables in capital letters) and subsequently performed a recognition task, in which studied words were presented with the same lexical stress pattern (DUcha) or the opposite lexical stress pattern (CIUdad). Participants were able to discriminate same-from opposite-stress words, indicating that lexical stress was encoded and used in the recognition process. Word-form similarity to English also influenced outcomes, with Spanish cognate words and words with trochaic stress (MANgo) being recognized more often and more quickly than Spanish cognate words with iambic stress (soLAR) and noncognates. The results suggest that while segmental and suprasegmental features of the native language influence foreign word recognition, foreign lexical stress patterns are encoded and not discarded in memory.Keywords Lexical stress . Auditory word recognition . Bilingualism . Psycholinguistics . Language acquisition Lexical stress refers to the pattern of stressed and unstressed syllables within single words. For example, the word pencil is pronounced with more stress on the first syllable (/′pen/) than on the second syllable (/səl/). The present study employed a recognition memory task to investigate two research questions: first, whether English speakers use foreign lexical stress cues to recognize newly learned Spanish words and, second, the extent to which similarity to English word forms influences the recognition process. Lexical stress cues in English and Spanish

show abstract

Early and late Spanish–English bilinguals' acquisition of English word stress patterns

Cited by 109 publications

References 28 publications

The Acquisition of English Word Stress by Mandarin EFL Learners

The Acquisition of English Word Stress by Mandarin EFL Learners

The Acquisition of English Lexical Stress by Chinese-speaking Learners: An OT Account

Recognition memory for foreign language lexical stress

Contact Info

Product

Resources

About