Phonological development in Spanish immersion

References

1. Au, T. K., Knightly, L. M., Jun, S., & Oh, J. S.
   (2002) Overhearing a language during childhood. Psychological Science, 13(3), 238–243. doi:  10.1111/1467‑9280.00444
   https://doi.org/10.1111/1467-9280.00444 [Google Scholar]
2. Bates, D., Machler, M., Bolker, B., & Walker, S.
   (2015) Fitting linear mixed-effects models using lme4. Journal of Statistical Software, 67, 1–48. doi:  10.18637/jss.v067.i01
   https://doi.org/10.18637/jss.v067.i01 [Google Scholar]
3. Blecua Falgueras, B.
   (2001) Las vibrantes del español: Manifestaciones acústicas y procesos fonéticos. (Unpubished doctoral dissertation). Universidad Autónoma de Barcelona.
   [Google Scholar]
4. Bosch Galcerán, L.
   (1983) El desarrollo fonológico infantil: Una prueba para su evaluación. Anuario de Psicología28, 88–114. https://revistes.ub.edu/index.php/Anuario-psicologia/article/view/9498/12320
   [Google Scholar]
5. Bosch, L., Costa, A., & Sebastián-Galles, N.
   (2000) First- and second-language vowel perception in early bilinguals. European Journal of Cognitive Psychology, 12, 189–221. 10.1080/09541446.2000.10590222
   https://doi.org/10.1080/09541446.2000.10590222 [Google Scholar]
6. Bradlow, A. R.
   (1995) A comparative acoustic study of English and Spanish vowels. Journal of the Acoustical Society of America, 97(3), 1916–1924. doi:  10.1121/1.412064
   https://doi.org/10.1121/1.412064 [Google Scholar]
7. Campbell, R.
   (1984) The immersion education approach to foreign language teaching. InStudies in Immersion Education: A Collection for US Educators (pp.114–143). Sacramento: California State Department of Education. (ERIC Document Reproduction Service No. ED239509)
   [Google Scholar]
8. Christian, D., Montone, C., Lindholm, K. J., & Carranza, I.
   (1997) Profiles in two-way immersion education. Delta Systems and Center for Applied Linguistics.
   [Google Scholar]
9. Cobb, K., & Simonet, M.
   (2015) Adult second language learning of Spanish vowels. Hispania, 98(1), 47–60. doi:  10.1353/hpn.2015.0026
   https://doi.org/10.1353/hpn.2015.0026 [Google Scholar]
10. Cho, T., & Keating, P.
    (2009) Effects of initial position versus prominence in English. Journal of Phonetics, 37(4), 466–485. doi:  10.1016/j.wocn.2009.08.001
    https://doi.org/10.1016/j.wocn.2009.08.001 [Google Scholar]
11. Dalton-Puffer, C., Kaltenboeck, G., & Smit, U.
    (1997) Learner attitudes and L2 pronunciation in Austria. World Englishes, 16(1), 115–128. doi:  10.1111/1467‑971X.00052
    https://doi.org/10.1111/1467-971X.00052 [Google Scholar]
12. Day, E. M., & Shapson, S. M.
    (1996) Studies in immersion education. Multilingual Matters.
    [Google Scholar]
13. DeKeyser, R. M.
    (2000) The robustness of critical period effects in second language acquisition. Studies in Second Language Acquisition, 22(4), 499–533. doi:  10.1017/S0272263100004022
    https://doi.org/10.1017/S0272263100004022 [Google Scholar]
14. Delattre, P.
    (1965) Comparing the phonetic features of English, French, German and Spanish: An interim report. Julius Groos Verlag Heidelbert.
    [Google Scholar]
15. Delforge, A. M.
    (2008) Unstressed vowel reduction in Andean Spanish. InL. Colantoni & J. Steele (Eds.), Selected proceedings of the 3rd Conference on Laboratory Approaches to Spanish Phonology (107–124). Cascadilla Proceedings Project. www.lingref.com/cpp/lasp/3/paper1718.pdf
    [Google Scholar]
16. Díaz-Campos, M.
    (2004) Context of learning of Spanish second language phonology. Studies in Second Language Acquisition, 26(2), 249–273. doi:  10.1017/S0272263104262052
    https://doi.org/10.1017/S0272263104262052 [Google Scholar]
17. Díaz-Campos, M., & Lazar, N.
    (2003) Acoustic analysis of voiceless initial stops in the speech of study abroad and regular class students: Context of learning as a variable in second language acquisition. InP. Kempchinsky, & C. – E. Piñeros (Eds.), Theory, practice, and acquisition: Papers from the 6th Hispanic Linguistics Symposium and the 5th Conference on the Acquisition of Spanish and Portuguese (pp.352–370). Cascadilla Press.
    [Google Scholar]
18. Eckman, F. R.
    (1977) Markedness and the contrastive analysis hypothesis. Language Learning, 27(2), 315–330. doi:  10.1111/j.1467‑1770.1977.tb00124.x
    https://doi.org/10.1111/j.1467-1770.1977.tb00124.x [Google Scholar]
19. Elliot, A. R.
    (1997) On the teaching and acquisition of pronunciation within a communicative approach. Hispania, 80(1), 95–108. doi:  10.2307/345983
    https://doi.org/10.2307/345983 [Google Scholar]
20. Face, T. L.
    (2006) Intervocalic rhotic pronunciation by adult learners of Spanish as a second language. InC. A. Klee & T. L. Face (Eds.), Selected proceedings of the 7th Conference on the Acquisition of Spanish and Portuguese as First and Second Languages (pp.47–58). Cascadilla. www.lingref.com/cpp/casp/7/paper1274.pdf
    [Google Scholar]
21. Face, T. L. & Menke, M. R.
    (2020) L2 acquisition of Spanish VOT by English-speaking immigrants in Spain. Studies in Hispanic and Lusophone Linguistics, 13(2). 10.1515/shll‑2020‑2034
    https://doi.org/10.1515/shll-2020-2034 [Google Scholar]
22. Flege, J. E.
    (1995) Second language speech learning: Theory, findings, and problems. InW. Strange (Ed.), Speech perception and linguistic experience: theoretical and methodological issues (pp.233–277). York Press.
    [Google Scholar]
23. Flege, J. E.
    (1991) Age of learning affects the authenticity of voice-onset time (VOT) in stop consonants produced in a second language. Journal of the Acoustical Society of America, 89(1), 395–411. doi:  10.1121/1.400473
    https://doi.org/10.1121/1.400473 [Google Scholar]
24. Flege, J. E.
    (1987) The production of ‘new’ and ‘similar’ phones in a foreign language: Evidence for the effect of equivalence classification. Journal of Phonetics, 15, 47–65. 10.1016/S0095‑4470(19)30537‑6
    https://doi.org/10.1016/S0095-4470(19)30537-6 [Google Scholar]
25. Flege, J. E., & Eefting, W.
    (1987) Production and perception of English stops by native Spanish speakers. Journal of Phonetics, 15(1), 67–83. doi:  10.1016/S0095‑4470(19)30538‑8
    https://doi.org/10.1016/S0095-4470(19)30538-8 [Google Scholar]
26. Flege, J. E., & Hillenbrand, J.
    (1984) Limits on pronunciation accuracy in adult foreign language speech production. Journal of the Acoustical Society of America, 76(3), 708–721. doi:  10.1121/1.391257
    https://doi.org/10.1121/1.391257 [Google Scholar]
27. Flege, J. E., Frieda, E. M., & Nozawa, T.
    (1997) Amount of native-language (L1) use affects the pronunciation of an L2. Journal of Phonetics, 25(2), 169–186. doi:  10.1006/jpho.1996.0040
    https://doi.org/10.1006/jpho.1996.0040 [Google Scholar]
28. Fortune, T. W.
    (2001) Understanding immersion students’ oral language use as a mediator of social interaction in the classroom. (Unpublished doctoral dissertation). University of Minnesota.
    [Google Scholar]
29. Fortune, T. W., & Arabbo, M. A.
    (2006) Attending to Immersion Language Proficiency at the Program Level. Dual Language Immersion Pre-Conference Institute of the National Association of Bilingual Education.
    [Google Scholar]
30. Fortune, T. W., & Tedick, D. J.
    (2015) Oral proficiency development of K-8 Spanish immersion students. Modern Language Journal, 99(4), 637–655. doi:  10.1111/modl.12275
    https://doi.org/10.1111/modl.12275 [Google Scholar]
31. Fought, C.
    (2003) Chicano English in context. Palgrave Macmillan. 10.1057/9780230510012
    https://doi.org/10.1057/9780230510012 [Google Scholar]
32. Freeman, R. D.
    (1996) Dual language planning at Oyster Bilingual School: “It’s much more than language.”TESOL Quarterly, 30(3), 557–582. doi:  10.2307/3587698
    https://doi.org/10.2307/3587698 [Google Scholar]
33. Freeman, Y. S., Freeman, D. E., & Mercuri, S. P.
    (2005) Dual language essentials for teachers and administrators. Heinemann.
    [Google Scholar]
34. García Lecumberri, M. L., & Gallardo, F.
    (2003) English FL sounds in school learners of different ages. InM. del P. García Mayo & M. L. García Lecumberri (Eds.), Age and the acquisition of English as a foreign language (pp.115–135). Multilingual Matters. 10.21832/9781853596407‑007
    https://doi.org/10.21832/9781853596407-007 [Google Scholar]
35. Genesee, F.
    (1994) Integrating language and content: Lessons from immersion (Research Report 11). National Center for Research on Cultural Diversity and Second Language Learning. www.carla.umn.edu/cobaltt/modules/principles/Genesee1994/genesee1994.pdf
    [Google Scholar]
36. Genesee, F.
    (1987) Learning through two languages: Studies of immersion and bilingual education. Heinle & Heinle.
    [Google Scholar]
37. Granena, G., & Long, M. H.
    (2013) Age of onset, length of residence, language aptitude, and ultimate L2 attainment in three linguistic domains. Second Language Research, 29(3), 311–343. doi:  10.1177/0267658312461497
    https://doi.org/10.1177/0267658312461497 [Google Scholar]
38. Grøsjean, F.
    (1989) Neurolinguists, beware! The bilingual is not two monolinguals in one person. Brain and Language, 36(1), 3–15. doi:  10.1016/0093‑934X(89)90048‑5
    https://doi.org/10.1016/0093-934X(89)90048-5 [Google Scholar]
39. Guion, S.
    (2003) The vowel systems of Quichua-Spanish bilinguals: Age of acquisition effects on the mutual influence of the first and second languages. Phonetica, 60, 98–128. doi:  10.1159/000071449
    https://doi.org/10.1159/000071449 [Google Scholar]
40. Guirao, M., & García Jurado, M. A.
    (1990) Frequency of occurrence of phonemes in American Spanish. Revue québécoise de linguistique, 19(2), 135–149. doi:  10.7202/602680ar
    https://doi.org/10.7202/602680ar [Google Scholar]
41. Hahn, L. D.
    (2004) Primary stress and intelligibility: Research to motivate the teaching of suprasegmentals. TESOL Quarterly, 38(2), 201–223. doi:  10.2307/3588378
    https://doi.org/10.2307/3588378 [Google Scholar]
42. Harada, T.
    (2007) The production of voice onset time (VOT) by English-speaking children in a Japanese immersion program. IRAL, 45(4), 353–378. doi:  10.1515/IRAL.2007.015
    https://doi.org/10.1515/IRAL.2007.015 [Google Scholar]
43. Harada, T.
    (2006) The acquisition of single and geminate stops by English-speaking children in a Japanese immersion program. Studies in Second Language Acquisition, 28(4), 601–632. doi:  10.1017/S0272263106060281
    https://doi.org/10.1017/S0272263106060281 [Google Scholar]
44. Harada, T.
    (1999) The acquisition of segmental timing by children in a Japanese immersion program. (Unpublished doctoral dissertation). University of California – Los Angeles.
    [Google Scholar]
45. Harley, B.
    (1979) French gender ‘rules’ in the speech of English-dominant, French-dominant and monolingual French-speaking children. Working Papers on Bilingualism, 19, 129–156.
    [Google Scholar]
46. Harley, B., & Swain, M.
    (1984) The interlanguage of immersion students and its implications for second language teaching. InA. Davies (Ed), Interlanguage (pp.291–311). Edinburgh University Press.
    [Google Scholar]
47. Hedgcock, J. S., & Lefkowitz, N.
    (2000) Overt and covert prestige in the French language classroom: When is it good to sound bad?Applied Language Learning, 11(1), 75–97.
    [Google Scholar]
48. Henriksen, N. C., & Willis, E. W.
    (2010) Acoustic characterization of phonemic trill production in Jerezano Andalusian Spanish. InM. Ortega-Llebaria (ed.), Selected proceedings of the 4th conference on laboratory approaches to Spanish phonology (pp.115–127). Cascadilla Proceedings.
    [Google Scholar]
49. Howard, E. R., & Sugarman, J.
    (2001) Two-way immersion program: Features and statistics. ERIC Digest, EDO-FL-01-01. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. www.cal.org/resources/digest/0101twi.html
    [Google Scholar]
50. Kent, R. D., & Read, C.
    (1992) The acoustic analysis of speech. Singular Publishing Group.
    [Google Scholar]
51. Kessinger, R. H. & Blumstein, S. E.
    (1997) Effects of speaking rate on voice-onset time in Thai, French, and English. Journal of Phonetics, 25(2), 143–168. doi:  10.1006/jpho.1996.0039
    https://doi.org/10.1006/jpho.1996.0039 [Google Scholar]
52. Labov, W.
    (1973) The linguistic consequences of being a lame. Language in Society, 2(1), 81–115. doi:  10.1017/S0047404500000075
    https://doi.org/10.1017/S0047404500000075 [Google Scholar]
53. Ladefoged, P.
    (2006) A course in phonetics (5 ed.). Thomson Wadsworth.
    [Google Scholar]
54. Larson-Hall, J.
    (2008) Weighing the benefits of studying a foreign language at a younger starting age in a minimal input situation. Second Language Research, 24(1), 35–63. doi:  10.1177/0267658307082981
    https://doi.org/10.1177/0267658307082981 [Google Scholar]
55. Lefkowitz, N., & Hedgcock, J.
    (2002) Sound barriers: Influences of social prestige, peer pressure, and teacher (dis)approval on FL oral performance. Language Teaching Research, 6(3), 223–244. doi:  10.1191/1362168802lr107oa
    https://doi.org/10.1191/1362168802lr107oa [Google Scholar]
56. Lev-Ari, S., & Keysar, B.
    (2010) Why don’t we believe non-native speakers? The influence of accent on credibility. Journal of Experimental Social Psychology, 46(6), 1093–1096. doi:  10.1016/j.jesp.2010.05.025
    https://doi.org/10.1016/j.jesp.2010.05.025 [Google Scholar]
57. Linares, T. A.
    (1981) Articulation skills in Spanish-speaking children. InR. Padilla (Ed.), Ethnoperspectives in bilingual education research: Bilingual education technology (pp.363–367). Eastern Michigan University Press.
    [Google Scholar]
58. Linck, J. A., & Cummings, I.
    (2015) The utility and application of mixed-effects models in second language research. Language Learning, 65(S1), 185–207. doi:  10.1111/lang.12117
    https://doi.org/10.1111/lang.12117 [Google Scholar]
59. Lippi-Green, R.
    (1997) English with an accent: Language, ideology and discrimination in the United States. Routledge.
    [Google Scholar]
60. Lisker, L. & Abramson, A.
    (1964) A cross-language study of voicing in initial stops: Acoustical measurements. Word, 20(3), 384–422. doi:  10.1080/00437956.1964.11659830
    https://doi.org/10.1080/00437956.1964.11659830 [Google Scholar]
61. Lobanov, B. M.
    (1971) Classification of Russian vowels spoken by different speakers. Journal of the Acoustical Society of America, 49, 606–608. doi:  10.1121/1.1912396
    https://doi.org/10.1121/1.1912396 [Google Scholar]
62. Lord, G.
    (2008) Second language acquisition and first language phonological modification. InJ. Bruhn de Garavito, & E. Valenzuela (Eds.), Selected proceedings of the 10th Hispanic Linguistics Symposium (pp.184–193). Cascadilla Proceedings Project. www.lingref.com/cpp/hls/10/paper1795.pdf
    [Google Scholar]
63. Lyster, R.
    (2007) Learning and teaching languages through content: A counter-balanced approach. John Benjamins. 10.1075/lllt.18
    https://doi.org/10.1075/lllt.18 [Google Scholar]
64. Lyster, R., & Mori, H.
    (2008) Instructional counterbalance in immersion pedagogy. InT. W. Fortune & D. J. Tedick (Eds.), Pathways to multilingualism: Evolving perspectives on immersion education (pp.133–151). Multilingual Matters. 10.21832/9781847690371‑010
    https://doi.org/10.21832/9781847690371-010 [Google Scholar]
65. Major, R. C.
    (1987) Phonological similarity, markedness, and rate of L1 acquisition. Studies in Second Language Acquisition, 9(1), 63–82. doi:  10.1017/S0272263100006513
    https://doi.org/10.1017/S0272263100006513 [Google Scholar]
66. Marín Galvez, R.
    (1995) La duración vocálica en español. E.L.U.A., 10, 213–226. 10.14198/ELUA1994‑1995.10.11
    https://doi.org/10.14198/ELUA1994-1995.10.11 [Google Scholar]
67. Menke, M. R.
    (2010) The Acquisition of Spanish Vowels by Native English-Speaking Students in Spanish Immersion Programs. (Unpublished doctoral dissertation). University of Minnesota.
    [Google Scholar]
68. Menke, M. R.
    (2015) How native do they sound?: An acoustic analysis of the Spanish vowels of elementary Spanish immersion students. Hispania, 98(4), 804–824. doi:  10.1353/hpn.2015.0123
    https://doi.org/10.1353/hpn.2015.0123 [Google Scholar]
69. Menke, M. R.
    (2017) The Acquisition of Spanish Vowels by Two-way Bilingual Immersion Learners. Journal of Second Language Pronunciation, 3(1), 80–107. doi:  10.1075/jslp.3.1.04men
    https://doi.org/10.1075/jslp.3.1.04men [Google Scholar]
70. Menke, M. R.
    (2018) Development of Spanish Rhotics in Spanish-English Bilingual Children in the United States. Journal of Child Language, 45(3), 788–806. doi:  10.1017/S0305000917000460
    https://doi.org/10.1017/S0305000917000460 [Google Scholar]
71. Menke, M. R., & Face, T. L.
    (2010) Second language Spanish vowel production: An acoustic analysis. Studies in Hispanic and Lusophone Linguistics, 3(1), 181–214. doi:  10.1515/shll‑2010‑1069
    https://doi.org/10.1515/shll-2010-1069 [Google Scholar]
72. Munro, M. J., & Derwing, T. M.
    (2006) The functional load principle in ESL pronunciation instruction: An exploratory study. System, 34(4), 520–531. doi:  10.1016/j.system.2006.09.004
    https://doi.org/10.1016/j.system.2006.09.004 [Google Scholar]
73. Navarro Tomás, T.
    (1957) Manual de pronunciación española. C.S.I.C.
    [Google Scholar]
74. Netelenbos, N., Li, F., & Rosen, N.
    (2016) Stop consonant production of French immersion students in Western Canada: A study of voice onset time. International Journal of Bilingualism, 20(3), 346–357. doi:  10.1177/1367006914564566
    https://doi.org/10.1177/1367006914564566 [Google Scholar]
75. Piske, T., MacKay, I. R. A., & Flege, J. E.
    (2001) Factors affecting degree of foreign accent in an L2: A review. Journal of Phonetics, 29(2), 191–215. doi:  10.1006/jpho.2001.0134
    https://doi.org/10.1006/jpho.2001.0134 [Google Scholar]
76. Potowski, K.
    (2007) Characteristics of the Spanish grammar and sociolinguistic proficiency of dual immersion graduates. Spanish in Context, 4(2), 187–216. doi:  10.1075/sic.4.2.04pot
    https://doi.org/10.1075/sic.4.2.04pot [Google Scholar]
77. Quilis, A.
    (1999) Tratado de fonología y fonética españolas (2 ed.). Editorial Gredos.
    [Google Scholar]
78. Ronquest, R.
    (2013) An acoustic examination of unstressed vowel reduction in Heritage Spanish. InS. Blackwell & C. Howe (Eds.), Selected Proceedings of the 15th Hispanic Linguistics Symposium (pp.157–171). Cascadilla Press. www.lingref.com/cpp/hls/15/paper2882.pdf
    [Google Scholar]
79. Rosa, J.
    (2016) From mock Spanish to inverted Spanglish. Language ideologies and the racialization of Mexican and Puerto Rican youth in the United States. InH. Samy Alim, J. R. Rickford, & A. F. Ball (Eds.), Raciolinguistics: How language shapes our ideas about race (pp.65–80). Oxford University Press. 10.1093/acprof:oso/9780190625696.003.0004
    https://doi.org/10.1093/acprof:oso/9780190625696.003.0004 [Google Scholar]
80. Rose, M.
    (2010) Intervocalic tap and trill production in the acquisition of Spanish as a second language. Studies in Hispanic and Lusophone Linguistics, 3(2), 379–419. doi:  10.1515/shll‑2010‑1080
    https://doi.org/10.1515/shll-2010-1080 [Google Scholar]
81. Saito, K. & Lyster, R.
    (2011) Effects of form-focused instruction and corrective feedback on L2 pronunciation development of /ɹ/ by Japanese learners. Language Learning, 62(2), 595–633. doi:  10.1111/j.1467‑9922.2011.00639.x
    https://doi.org/10.1111/j.1467-9922.2011.00639.x [Google Scholar]
82. Schmidt, A. M., & Flege, J. E.
    (1995) Effects of speaking rate changes on native and nonnative speech production. Phonetica, 52(1), 41–54. doi:  10.1159/000262028
    https://doi.org/10.1159/000262028 [Google Scholar]
83. Sebastián-Galles, N., & Soto-Faraco, S.
    (1999) Online processing of native and non-native phonemic contrasts in early bilinguals. Cognition, 72, 111–123. doi:  10.1016/S0010‑0277(99)00024‑4
    https://doi.org/10.1016/S0010-0277(99)00024-4 [Google Scholar]
84. Simonet, M., Casillas, J. V., & Díaz, Y.
    (2014) The effects of stress/accent on VOT depend on language (English, Spanish) and consonant (/d/, /t/) and linguistic experience (monolinguals, bilinguals). InProceedings of the International Conference on Speech Prosody (pp.202–206). International Speech Communications Association. 10.21437/SpeechProsody.2014‑28
    https://doi.org/10.21437/SpeechProsody.2014-28 [Google Scholar]
85. Snow, M. A., & Campbell, R. N.
    (1985) The acquisition of Spanish phonology by English-speaking children in an immersion program. InT. J. Bhatia & W. C. Ritchie (Eds.), Progression in second language acquisition (pp.19–30). Bahri Publications.
    [Google Scholar]
86. Solon, M., Long, A. Y., & Gurzynski-Weiss, L.
    (2017) Task complexity, language-related episodes and production of L2 Spanish vowels. Studies in Second Language Acquisition, 39(2), 347–380. doi:  10.1017/S0272263116000425
    https://doi.org/10.1017/S0272263116000425 [Google Scholar]
87. Swain, M., & Johnson, R. K.
    (1997) Immersion education: A category within bilingual education. InR. K. Johnson & M. Swain (Eds.), Immersion education: International perspectives (pp.1–16). Cambridge University Press. 10.1017/CBO9781139524667.003
    https://doi.org/10.1017/CBO9781139524667.003 [Google Scholar]
88. Tagliamonte, S., & Molfenter, S.
    (2007) How’d you get that accent? Acquiring a second dialect of the same language. Language in Society, 36(5), 649–675. doi:  10.1017/S0047404507070911
    https://doi.org/10.1017/S0047404507070911 [Google Scholar]
89. Tarone, E. & Swain, M.
    (1995) A sociolinguistic perspective on second language use in immersion classrooms. The Modern Language Journal, 79(2), 166–178. doi:  10.1111/j.1540‑4781.1995.tb05428.x
    https://doi.org/10.1111/j.1540-4781.1995.tb05428.x [Google Scholar]
90. Thomas, E. R. & Kendall, T.
    (2007) NORM: The vowel normalization and plotting suite. Available on-line atncslaap.lib.ncsu.edu/tools/norm/
91. Wesche, M.
    (2002) Early French immersion: How has the original Canadian model stood the test of time. InP. Burmeister, T. Piske & A. Rohde (Eds.), An integrated view of language development: Papers in honor of Henning Wode (pp.357–379). Wissenschaftlicher Verlag Trier.
    [Google Scholar]
92. Willis, E. W., & Bradley, T. G.
    (2008) Contrast maintenance of taps and trills in Dominican Spanish: Data and analysis. InL. Colantoni & J. Steele (Eds.), Selected proceedings of the 3rd Conference on Laboratory Approaches to Spanish Phonology (pp.87–100). Cascadilla Proceedings Project. www.lingref.com/cpp/lasp/3/paper1716.pdf
    [Google Scholar]
93. Wolf, C.
    (1984) Tiempo real y tiempo aparente en el estudio de una variación lingüística: Ensordecimiento y sonorización del yeísmo porteño. InL. Schwarz & I. Lerner (Eds.), Homenaje a Ana María Barrenechea (pp.175–96). Castalia.
    [Google Scholar]
94. Yao, Y.
    (2009) Understanding VOT variation in spontaneous speech. InM. Pak (Ed.), Current numbers in unity and diversity of languages (pp.1122–1137). Linguistic Society of Korea.
    [Google Scholar]
95. Zampini, M. L.
    (1998) The relationship between the production and perception of L2 Spanish stops. Texas Papers in Foreign Language Education, 3(3), 85–100.
    [Google Scholar]
96. Zampini, M. L.
    (1994) The role of native language transfer and task formality in the acquisition of Spanish spirantization. Hispania, 77(3), 470–481. doi:  10.2307/344974
    https://doi.org/10.2307/344974 [Google Scholar]
97. Zampini, M. L., Clarke, C. M., & Green, K. P.
    (2000) Language experience and the perception of stop consonant voicing in Spanish: The case of late English-Spanish bilinguals. InR. P. Leow & C. Sanz (Eds.), Spanish applied linguistics at the turn of the millennium (pp.194–209). Cascadilla Press.
    [Google Scholar]
98. Zuengler, J.
    (1998) Identity markers and L2 pronunciation. Studies in Second Language Acquisition, 10(1), 33–50. doi:  10.1017/S027226310000694X
    https://doi.org/10.1017/S027226310000694X [Google Scholar]