2026-04-14T13:17:52Zhttps://uvadoc.uva.es/oai/request

oai:uvadoc.uva.es:10324/703662025-03-26T16:41:31Zcom_10324_1154com_10324_931com_10324_894col_10324_1290

Martínez García, María Teresa 2024-10-03T09:56:01Z 2024-10-03T09:56:01Z 2018 Language and Linguistics, Mayo 2018, vol. 79, p. 147-176 https://uvadoc.uva.es/handle/10324/70366 10.20865/20187906 This paper shows that second-language (L2) spoken-word recognition is greatly influenced by differences between the native language (L1) and the second language (L2), possibly attributed to either L1-L2 syllable-structure or phonotactic differences. Spanish-speaking English learners (experimental group) and native English listeners (control group) completed an AXB task and a word-monitoring task in which they monitored /(ǝ)s+Consonant/-initial words in English. The results show a clear effect of L1 phonotactics, as the native speakers of English outperformed the Spanish group. These results indicate that L1-L2 syllable-structure differences or L1 phonotactics have pervasive consequences for spoken-word recognition, and effect that will be further explored in the discussion section of this paper. eng info:eu-repo/semantics/restrictedAccess 언어와 언어학 The effect of ‘illusory vowels’ in Spanish-speaking second language learners of English. info:eu-repo/semantics/article