Abstract
The current study investigates pronunciation of Spanish and by intermediate L1 English learners of L2 Spanish (
= 31). Third- (
= 17) and fifth-semester (
= 14) learners completed read-aloud and picture-naming tasks. Each contained items with and in stressed position after pause or nasal, and in unstressed intervocalic position. Recordings were made and analyzed with PRAAT. First, target segments were categorized based on spectrographic evidence (e.g., contour and intensity of formants, frication, burst) and aural review. Subsequently, intensity differences between the target segments and following vowel were computed. Results show minimal production of affricates/stops, even in contexts favoring them in some dialects (i.e., stressed position after pause, nasal). Nevertheless, both learner levels did produce significantly more constricted sounds in this context than in unstressed position between vowels, as measured by both analyses, with post-pausal position leading to the greatest constriction. Significant effects also emerged for letter, with more frequently deleted or pronounced as a lateral, and for task, with the more formal task leading to greater constriction in the first analysis. No significant difference emerged based on learner level.