Poster: The acquisition of the English /s-z/ voice contrast by learners of three L1s

Introduction English has a high functional load voice contrast between /s/ and /z/, which is active word-initially (sing /s/ - zing /z/), word-medially (fussy /s/ - fuzzy /z/) and word-finally (rice /s/ - rise /z/).

Poster: Voice assimilation of the morphemic -s in the L2 English of L1 French, L1 Spanish and L1 Italian learners

Introduction This study investigates the pronunciation of morphemic -s in L2 English by L1 French, L1 Italian and L1 Spanish learners. Morphemic -s can be a flectional suffix expressing plurality, 3rd person, genitive, or clitic forms of is and has.

the /s/~/z/ voice contrast in L1 French, L1 Spanish and L1 Italian learners of L2 English

In this study we present a comparative corpus-based analysis of the English /s - z/ voice contrast for three L1 groups of learners. The acoustic analysis of periodicity and duration for target segments confirms expectations based on L1 transfer and …

The acquisition of /s/ - /z/ in a phonemic vs neutralised context: comparing French L1, Italian L1 and Spanish L1 learners of L2 English

We investigate the acquisition of /s/ - /z/ in L2 English by comparing contexts in which these sounds have a phonemic value vs contexts in which they are determined by a voice assimilation rule. We observe English L2 productions by French L1, Northern Italian L1 and Southern American Spanish L1 learners, on the assumption that the three groups will show different patterns depending on the status of [s] and [z] in their L1s.

Voice assimilation of inflectional /z/ in the L2 English of L1 French, L1 Italian and L1 Spanish learners

This study investigates the progressive voice assimilation rule in word-final inflectional /z/ in L2 English. We analyzed data from the IPCE-IPAC corpus of learner oral productions, by measuring periodicity for all learner realizations of word-final …