Second Language Acquisition of Spanish /e/ and /ei/ by Native English Speakers
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The present article reports on the findings of a cross-sectional acoustic study of the production of the Spanish /e/-/ei/ contrast, as in pena-peina and reno-reino , by native-English intermediate and advanced learners of Spanish. The acoustic parameter that distinguishes Spanish /e/ from /ei/ is formant change—/e/ is a monophthong and /ei/ is a diphthong. English, on the other hand, has a mid front monophthong /ɛ/ ( bet, debt ) and a mid-to-high front diphthong /e ɪ / ( bait, date ). These vowels differ in both their overall place of articulation and in their dynamic characteristics. Spanish /e/ is similar to both English /ɛ/ and /e ɪ / but is not identical to any of the two vowels; Spanish /ei/ is similar, but also not identical, to English /e ɪ /. This situation creates complex inter-lingual interactions for the learners. The study addresses these interactions as they are evidenced in speech production. The findings are discussed in terms of their significance for current models of second language speech learning and provide important information regarding the paths of pronunciation development in the second-language acquisition of Spanish vowels by adult native speakers of American English.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| 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 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.003 | 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 it