An acoustic study of word-initial stops by Catalan/Spanish speakers

摘要

‘Pronunciation corresponds to one of the key elements that influence the mastery of a language’ (Alves & Magro 2011: 72). It plays an important role in L2 acquisition but it is always forgotten due to the fact that it requires time and expertise to be properly taught. The aim of this paper is to focus on the implementation of the voiced-voiceless contrast in English stops by investigating the production of aspiration in word-initial position by undergraduate Catalan/Spanish students from the Autonomous University of Barcelona, as well as how explicit teaching of this feature may help them improve their pronunciation.