Experience, representations and the production of second language allophones
Bibliographic record
Abstract
In this study we examined the effect of language experience on the production of second language (L2) allophones. We analysed production data of the Spanish stop—approximant alternation (b d g ~ β ð ) from Low Intermediate and High Intermediate level native English/Spanish L2 speakers and five native Mexican Spanish speakers. This allophonic alternation is conditioned primarily by position in the word and lexical stress. We examined the use of two cues to the alternation — consonant intensity and the presence of a release burst — and analysed how these cues varied in participants’ productions in distinct contexts. Results show that the use of these cues differs with experience; that is, learners with greater language experience exhibit cue use that is closer to the native speakers’ cue use. Results further suggest that Low Intermediate learners may be using a basic rule for producing the alternation, but that over time shift to a more nuanced production pattern. These results indicate that more experienced learners’ ability to use these phonetic cues in a native-like fashion emerges over the course of allophone acquisition.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".