ORCID Profile
0000-0002-7660-3532
Current Organisations
University of Wollongong
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Organisation
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Publisher: Universidad Complutense de Madrid (UCM)
Date: 03-03-2014
Publisher: El Colegio de Mexico, A.C.
Date: 14-06-2019
Abstract: El presente artículo investiga los efectos de la apócope de /-s/, /-r/ y /-θ/ en las vocales precedentes. Para esto, se analiza 60 hablantes de andaluz oriental y se realiza, además, un experimento de percepción, lo que confirma que 1) la apócope de /-s/, /-r/ y /-θ/ cambia la calidad de las vocales precedentes en distinto grado ─de ahí que se esté en condiciones de discernir entre 14 vocales distintas─ y que 2) los hablantes de andaluz oriental pueden identificar, por un lado, sin ayuda ninguna del contexto, si una vocal va seguida o no de una consonante subyacente y, por otro, reconocer nueve vocales distintas.
Publisher: Sissa Medialab
Date: 17-08-2021
DOI: 10.22323/1.395.0537
Publisher: Universidad Complutense de Madrid (UCM)
Date: 02-03-2016
DOI: 10.5209/REV_CLAC.2016.V65.51985
Abstract: Language teachers agree that the phonetic honological distance between a learner’s L1 and L2 is of vital importance in mastering the sounds of the L2 however, no attention is given to the phonetic honological distance between the regional variety of the speaker’s L1 and the L2. After comparing linguistic peculiarities of English, and of Welsh English in particular, with Castilian Spanish, the author proceeds to study the interlanguage of advanced students of Spanish from Wales. This helps to explain positive and negative transfer from this variety of English into Spanish and assists in producing a catalogue of the interferences to be corrected. Finally, using coarticulatory processes, the author presents a list of exercises to eliminate some of the interferences found in Welsh learners of Spanish. A descriptive analysis of the learners’ interlanguage shows that the phonetic honological distance between the regional variety of the speaker’s L1 and the L2 is what will influence this learning process the most.
Publisher: Walter de Gruyter GmbH
Date: 2017
Abstract: The deletion of syllable-final consonants in Eastern Andalusian Spanish has been extensively documented however, there is no consensus about its effect on neighbouring vowels. Researchers have focused on the effects of /s/ deletion on vowels to analyse how its semantic value is conveyed, while other consonants which are also deleted have been ignored. This paper examines the effects of word-final /s/, /r/, and /θ/ deletion on preceding /o/ from the point of view of production and perception. Regarding production, acoustic analyses of data from El Ejido (Eastern Andalusia), show specific changes to the F1 and F2 of /o/ depending on the underlying consonant it precedes (/s/, /r/, or /θ/). Likewise, a perception test demonstrates that Eastern Andalusian speakers can distinguish between more types of mid back vowels than previously thought.
Publisher: SPIE-Intl Soc Optical Eng
Date: 07-01-2021
Publisher: Cambridge University Press (CUP)
Date: 20-11-2022
DOI: 10.1017/S0025100320000146
Abstract: Eastern Andalusian Spanish (henceforth EAS), is spoken in the east of Andalusia, the southernmost autonomous region of Spain. EAS is most similar to Western Andalusian Spanish (WAS) and to Murcian Spanish, the latter spoken in the autonomous region of Murcia, immediately to the east of Andalusia, and it shares some phonetic traits with EAS, such as vowel lowering. Geographically, Eastern Andalusia includes the provinces of Almería, Granada, Jaén and Málaga, although the precise linguistic delimitation of this area is somewhat more complicated (Figure 1). The main criterion to differentiate EAS from WAS is the lowering or opening of vowels preceding underlying /s/ (Villena Ponsoda 2000). More detailed information on the differences between EAS and WAS can be found in Jiménez Fernández (1999), Villena Ponsoda (2000), Moya Corral (2010) and Valeš (2014). According to Alvar, Llorente & Salvador (1973: map 1696), Cádiz and Huelva in the west are the only Andalusian provinces where vowel lowering before underlying /s/ is not found. As the geographical extent of this phenomenon is widely debated, it is difficult to calculate the precise number of speakers of EAS, but we can assert that this geolect is the native variety of Spanish of approximately 2,800,000 speakers if we take into account the figures from the last census of Andalusia in 2011 (Instituto de Estadística y Cartografía de Andalucía 2011).
Publisher: Universidad de Antioquia
Date: 31-05-2017
Publisher: MDPI AG
Date: 29-03-2023
Abstract: In Eastern Andalusian Spanish, consonants are deleted in syllable-final position, triggering regular gemination of a following consonant, even across word boundaries. This paper investigates five underlying phonemic contexts involving /t/, including singleton /t/ and four different underlying /C+t/ sequences that typically surface as [t:], by analyzing how durational and formant differences vary depending on the presence and identity of the preceding underlying consonant. Following the acoustic and statistical analyses of 444 instances of /ˈeta/, /ˈesta/, /ˈekta/, /ˈepta/ and /ˈeksta/, a Discriminant Function Analysis shows that differences in the total duration of /t/ and in the duration of the closure of /t/ are the strongest cues to distinguishing singletons from geminated consonants, with 91.9% and 90.6% accurate classifications, respectively. Cues indicating which specific consonants have been deleted before /t/ are much less robust and more varied in nature. It is unclear, however, whether this outcome is due to different compensation strategies in each case or whether they are affected by some kind of underlying coarticulatory effect. Given that gemination in this language variety is the result of regular /C1C2/ to [Cː] assimilation, and that its underlying phonemic status has not been demonstrated, Eastern Andalusian Spanish is unusual amongst languages studied with respect to gemination, making this study typologically interesting.
Publisher: Informa UK Limited
Date: 26-11-2019
Publisher: Walter de Gruyter GmbH
Date: 11-2017
DOI: 10.1515/DIALECT-2017-0002
Abstract: Coda-final consonant deletion has been extensively documented in Eastern Andalusian Spanish however, its effects on neighbouring segments is still unknown. Scholars working on consonant deletion in Eastern Andalusian Spanish have mainly focused on /s/, given the semantic importance of this consonant in Spanish. As a result, other consonants which are often deleted syllable-finally in this geolect have been studied to a much lesser degree. The present paper aims to expand the traditional view on vowel doubling by analysing /-s/, /-r/, and /-Ɵ/ deletion before /a/. Firstly, the speech of 24 speakers from El Ejido (Eastern Andalusia) is analysed to ascertain how the deletion of word final /s/, /r/, and /Ɵ/ changes the quality of a preceding /a/. Secondly, a perception test is carried out with native speakers from the local area to confirm whether these speakers can differentiate perceptually between word-final /a/ and /a/ preceding underlying /-s/, /-r/, or /-Ɵ/. This paper presents two main conclusions: 1) /-s/, /-r/, and /-Ɵ/ deletion changes the quality of a preceding /a/ to different degrees 2) EAS speakers can identify whether /a/ is followed or not by an underlying /-s/, /-r/, or /-Ɵ/, but they cannot identify which consonant has been deleted in each case.
Publisher: Elsevier BV
Date: 04-2020
Publisher: Elsevier BV
Date: 2021
Publisher: Walter de Gruyter GmbH
Date: 2016
Publisher: IOP Publishing
Date: 19-11-2020
Publisher: Universidad Complutense de Madrid (UCM)
Date: 18-04-2012
Publisher: SAGE Publications
Date: 14-12-2022
DOI: 10.1177/13621688221140106
Abstract: A growing body of research, especially on second language (L2) English, has shown the positive effects of explicit pronunciation teaching. However, some beliefs which prevent explicit pronunciation teaching still remain, notably, the belief that regular speaking during class time is enough to improve pronunciation outcomes. This article analyses the evolution of L2 Spanish vowels in four students at an Australian university. An analysis of 1,387 vowels from the first, third and sixth semesters of a Spanish major with no particular focus on explicit pronunciation teaching shows minimal change in the quality of the students’ vowels, indicating very little improvement in pronunciation across their six-semester language major. The results suggest that speaking during class is not enough to improve L2 Spanish pronunciation and support explicit pronunciation teaching in the language classroom.
No related grants have been discovered for Alfredo Herrero de Haro.