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Volume 15, Issue 2
  • ISSN 1879-9264
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Abstract

Abstract

This study compared word-prosodic abilities of early second language learners (eL2) and monolingual learners of German. We examined the production of word-initial and word-final clusters and the placement of stress and analyzed potential effects of cross-linguistic influence (CLI). Monolingual German-speaking children ( = 38) and eL2-learners of German ( = 26; age of onset to German 24 to 41 months) aged between 53 and 60 months completed a pseudoword repetition task following the metrical and phonotactic constraints of German. We collected background information via parental questionnaires. The eL2-learners acquired 12 different L1s. To explore the effects of CLI, we grouped the heritage languages by the number of consonants permitted in word-initial and word-final position, the segmental make-up of clusters, and stress patterns. The production accuracy of word-initial clusters and word stress was very high, indicating a high degree of maturation and showing no effects of CLI. In contrast, the production accuracy of word-final clusters was lower and effects of CLI were found, presumably related to smaller sonority distances compared to word-initial clusters. The study contributes empirically to the under-investigated area of eL2 word-prosodic development.

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2023-12-11
2025-07-10

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The acquisition of consonant clusters and word stress by early second language learners of German
Linguistic Approaches to Bilingualism 15, 212 (2025); https://doi.org/10.1075/lab.21026.gri
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  • Article Type: Research Article
Keyword(s): child second language learners; cross-linguistic interaction; German; production of consonant clusters; production of word stress

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