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How Imitation can Help the Acquisition of L2 Pronunciation

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dc.contributor.authorEstebas Vilaplana, Eva
dc.contributor.funderMinisterio de Economía y Competitividad. España
dc.coverage.spatialLondres
dc.coverage.temporal2017-08-09
dc.date.accessioned2026-03-12T13:05:44Z
dc.date.available2026-03-12T13:05:44Z
dc.date.issued2017-08-09
dc.description.abstractThe aim of this paper is to examine the production of English stress-timed rhythm and the weak vowel schwa by Spanish students of English when they speak L2 English and L1 Spanish with an imitated English accent. The hypothesis is that Spanish students of English have a better command of English rhythm and weak vowels in imitated speech than in L2 speech. The productions of four Spanish students of English in three reading conditions (L1 Spanish, imitated English and L2 English) were analysed and compared to those of English speakers. The results showed that the Spanish speakers’ productions of English rhythm and the schwa are closer to “real” English in the imitation scenario than in the L2 speech. These findings support the idea that a topdown approach to phonetics teaching (from rhythm to segments) may be more beneficial for languages with a syllable-timed rhythmic pattern, such as Spanish.en
dc.description.provenanceSubmitted by Ángeles Royuela García (aroyuela@pas.uned.es) on 2026-03-12T13:05:29Z workflow start=Step: editstep - action:claimaction No. of bitstreams: 1 How Imitation can Help the Acquisition of L2 Pronunciation.pdf: 547524 bytes, checksum: cf5e97045e3d61750178953d5377840d (MD5)en
dc.description.provenanceStep: editstep - action:editaction Approved for entry into archive by Ángeles Royuela García(aroyuela@pas.uned.es) on 2026-03-12T13:05:44Z (GMT)en
dc.description.provenanceMade available in DSpace on 2026-03-12T13:05:44Z (GMT). No. of bitstreams: 1 How Imitation can Help the Acquisition of L2 Pronunciation.pdf: 547524 bytes, checksum: cf5e97045e3d61750178953d5377840d (MD5) Previous issue date: 2017-08-09en
dc.description.sponsorshipThis investigation has been carried out as part of the EMULANDO project financed by the Ministerio de Economía y Competitividad in Spain (Ref. no. FFI201459848-C2-1-P).
dc.description.versionversión publicada
dc.identifier.citationEstebas-Vilaplana, E. (2017). “How Imitation can Help the Acquisition of L2 Pronunciation”. Proceedings of Phonetics Teaching and Learning Conference (PTLC 2017). University College London. Londres. pp. 39-43.
dc.identifier.urihttps://hdl.handle.net/20.500.14468/32103
dc.language.isoen
dc.relation.centerFacultad de Filología
dc.relation.congressPhonetics Teaching and Learning Conference (PTLC 2017)
dc.relation.departmentFilologías Extranjeras y sus Lingüísticas
dc.relation.projectidinfo:eu-repo/grantAgreement/MINECO/Proyectos de I+D dentro del Subprograma Estatal de Generación del Conocimiento (2014)/FFI2014-59848-C2-1-P
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject57 Lingüística
dc.subject5505.10 Filología
dc.subject.keywordsrhythmen
dc.subject.keywordsstressen
dc.subject.keywordsweak vowelsen
dc.subject.keywordsL2 pronunciationen
dc.subject.keywordsL2 imitationen
dc.titleHow Imitation can Help the Acquisition of L2 Pronunciationen
dc.typeactas de congresoes
dc.typeconference proceedingsen
dspace.entity.typePublication
relation.isAuthorOfPublicatione3dac3fc-0be3-4639-bebf-75ef3d4de757
relation.isAuthorOfPublication.latestForDiscoverye3dac3fc-0be3-4639-bebf-75ef3d4de757
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