CATEGORIZACIÓN FONÉMICA DE INPUT VARIABLE POR ESTUDIANTES DE ESPAÑOL COMO L2

Sofia Fernandez; Michael Gradoville; Hunter Langenhorst; Sarah Henderson

doi:10.7557/1.14.1.8001

Authors

Sofia Fernandez New York University
Michael Gradoville Arizona State University
Hunter Langenhorst Arizona State University
Sarah Henderson Arizona State University

DOI:

https://doi.org/10.7557/1.14.1.8001

Keywords:

phonemic categorization, second language learners, dialectal variation, dialectal perception, Spanish phonetics

Abstract

Este estudio analiza la categorización de input fonético variable por estudiantes de español como segunda lengua (L2), centrándose en los desafíos de reconocer y adquirir vocabulario nuevo en un contexto caracterizado por una notable variabilidad en el habla. Aunque el español presenta una amplia variedad de formas dialectales y sociales, los aprendices rara vez se exponen a dicha variación en el aula. Por lo tanto, un elemento clave de esta investigación es la fricativa palato-alveolar sorda [ʃ], ausente en la mayoría de las variedades del español, pero que puede surgir como alófono de /ʧ/ o /ʝ/ en algunas regiones. Este estudio busca determinar la habilidad de ciertos individuos para categorizar fonéticamente variedades con las que no están familiarizados. La investigación incluyó a 23 estudiantes de tercer año de español en una universidad del suroeste de los Estados Unidos. Los resultados indican que los participantes categorizaron correctamente la mayoría de las combinaciones hablante-fonema en más del 85 % de los casos, pero tuvieron dificultades significativas con el fonema /ʝ/ producido por la hablante rioplatense, donde la precisión cayó al 9.8 %. Curiosamente, la exposición previa al español rioplatense no mejoró significativamente la precisión en la identificación de sonidos, lo que sugiere que otros factores pueden influir en la categorización fonética de los aprendices.

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