Spanish normative grammar considers any two-vowel combination of /e/, /a/, and /o/ as a hiatus, a... more Spanish normative grammar considers any two-vowel combination of /e/, /a/, and /o/ as a hiatus, accepting that they can be pronounced as a diphthong in lower basilects and/or informal registers. This article analyzes speeches of educated speakers, performing an acoustic analysis of 60 segmental and suprasegmental features in 493 vowel sequences. Linear mixed-effects models suggest that two-vowel sequences of /e/, /a/, and /o/ are pronounced as diphthongs in 77.27 % of cases; suprasegmental features (especially duration) are the most reliable cues to distinguish a hiatus from a diphthong in Spanish. These results call for a re-examination of diphthong classification in Spanish.
In Eastern Andalusian Spanish, consonants are deleted in syllable-final position, triggering regu... more In Eastern Andalusian Spanish, consonants are deleted in syllable-final position, triggering regular gemination of a following consonant, even across word boundaries. This paper investigates five underlying phonemic contexts involving /t/, including singleton /t/ and four different underlying /C+t/ sequences that typically surface as [t:], by analyzing how durational and formant differences vary depending on the presence and identity of the preceding underlying consonant. Following the acoustic and statistical analyses of 444 instances of /ˈeta/, /ˈesta/, /ˈekta/, /ˈepta/ and /ˈeksta/, a Discriminant Function Analysis shows that differences in the total duration of /t/ and in the duration of the closure of /t/ are the strongest cues to distinguishing singletons from geminated consonants, with 91.9% and 90.6% accurate classifications, respectively. Cues indicating which specific consonants have been deleted before /t/ are much less robust and more varied in nature. It is unclear, however, whether this outcome is due to different compensation strategies in each case or whether they are affected by some kind of underlying coarticulatory effect. Given that gemination in this language variety is the result of regular /C1C2/ to [Cː] assimilation, and that its underlying phonemic status has not been demonstrated, Eastern Andalusian Spanish is unusual amongst languages studied with respect to gemination, making this study typologically interesting.
In Eastern Andalusian Spanish, consonants are deleted in syllable-final position, triggering regu... more In Eastern Andalusian Spanish, consonants are deleted in syllable-final position, triggering regular gemination of a following consonant, even across word boundaries. This paper investigates five underlying phonemic contexts involving /t/, including singleton /t/ and four different underlying /C+t/ sequences that typically surface as [t:], by analyzing how durational and formant differences vary depending on the presence and identity of the preceding underlying consonant. Following the acoustic and statistical analyses of 444 instances of /ˈeta/, /ˈesta/, /ˈekta/, /ˈepta/ and /ˈeksta/, a Discriminant Function Analysis shows that differences in the total duration of /t/ and in the duration of the closure of /t/ are the strongest cues to distinguishing singletons from geminated consonants, with 91.9% and 90.6% accurate classifications, respectively. Cues indicating which specific consonants have been deleted before /t/ are much less robust and more varied in nature. It is unclear, however, whether this outcome is due to different compensation strategies in each case or whether they are affected by some kind of underlying coarticulatory effect. Given that gemination in this language variety is the result of regular /C1C2/ to [Cː] assimilation, and that its underlying phonemic status has not been demonstrated, Eastern Andalusian Spanish is unusual amongst languages studied with respect to gemination, making this study typologically interesting.
Recursos para el Aula de Español: investigación y enseñanza
Doce historias muy cortas para mejorar tu vocabulario es un recurso educativo diseñado por Herrer... more Doce historias muy cortas para mejorar tu vocabulario es un recurso educativo diseñado por Herrero de Haro con el propósito de aportar nuevos materiales accesibles y sencillos a sus estudiantes de español como lengua extranjera de niveles B1 y B2.
A growing body of research, especially on L2 English, has shown the positive effects of explicit ... more A growing body of research, especially on L2 English, has shown the positive effects of explicit pronunciation teaching. However, some beliefs which prevent explicit pronunciation teaching still remain, notably, the belief that regular speaking during class time is enough to improve pronunciation outcomes. This paper analyses the evolution of L2 Spanish vowels in four students at an Australian university. An analysis of 1387 vowels from the first, third and sixth semesters of a Spanish major with no particular focus on explicit pronunciation teaching shows minimal change in the quality of the students’ vowels, indicating very little improvement in pronunciation across their six-semester language major. The results suggest that speaking during class is not enough to improve L2 Spanish pronunciation and support explicit pronunciation teaching in the language classroom.
Eastern Andalusian Spanish (henceforth EAS), is spoken in the east of Andalusia, the southernmost... more Eastern Andalusian Spanish (henceforth EAS), is spoken in the east of Andalusia, the southernmost autonomous region of Spain. EAS is most similar to Western Andalusian Spanish (WAS) and to Murcian Spanish, the latter spoken in the autonomous region of Murcia, immediately to the east of Andalusia, and it shares some phonetic traits with EAS, such as vowel lowering. Geographically, Eastern Andalusia includes the provinces of Almería, Granada, Jaén and Málaga, although the precise linguistic delimitation of this area is somewhat more complicated (Figure 1). The main criterion to differentiate EAS from WAS is the lowering or opening of vowels preceding underlying /s/ (Villena Ponsoda 2000). More detailed information on the differences between EAS and WAS can be found in Jiménez Fernández (1999), Villena Ponsoda (2000), Moya Corral (2010) and Valeš (2014). According to Alvar, Llorente & Salvador (1973: map 1696), Cádiz and Huelva in the west are the only Andalusian provinces where vowel ...
Eastern Andalusian Spanish deletes all coda consonants; yet, coda deletion analyses have focused ... more Eastern Andalusian Spanish deletes all coda consonants; yet, coda deletion analyses have focused on /-s/. The acoustic and statistical analyses of 317 tokens of /u/ in 24 Eastern Andalusian speakers confirm that the differences in quality between word-final /u/ and /u/ preceding deleted /-s/, /-r/, and /-θ/ are statistically significant. Furthermore, /-s/, /-r/, and /-θ/ deletion changes the quality of a preceding /u/ in different degrees but the difference of quality between these three realisations of /u/ is not statistically significant. Likewise, a perception experiment confirms that Eastern Andalusian speakers can identify whether or not /u/ is followed by an underlying /-s/, /-r/, or /-θ/; however, they cannot identify the deleted consonant.
A review of the existing literature shows that when it comes to studying attitudes towards CALL (... more A review of the existing literature shows that when it comes to studying attitudes towards CALL (Computer-Assisted Language Learning), researchers have traditionally focused on students ’ perspectives and ignored teachers ’ views. This study focuses on teachers ’ attitudes towards CALL in order to gain a better understanding of what issues, advantages, and disadvantages teachers come across when incorporating CALL into their teaching. Furthermore, a group of teachers from Australia and Spain has been interviewed to compare how views on CALL vary across professionals in these two countries. As some authors have previously proved, the more IT literate teachers are, the more likely they are to use CALL in their teaching.
Eastern Andalusian Spanish deletes coda consonants and the effects of such deletions have been wi... more Eastern Andalusian Spanish deletes coda consonants and the effects of such deletions have been widely studied. However, this has been done almost exclusively for /s/. Furthermore, no study has considered Eastern Andalusian speakers with articulation disorders. The present paper explores the consequences of /s/, /r/, and /θ/ deletion on preceding vowels in Eastern Andalusian speakers with articulation disorders. The vowels from eight speakers with articulation disorders are analysed in word-final position and before underlying /-s/, /-r/, and /-θ/. Acoustic and statistical analyses show that speakers with an articulation disorder do not simply delete word-final consonants, as posited in the literature for these type of speakers, but they also display lowering and fronting/backing, which is typical in this variety of Spanish. The results from the analyses of the 524 vowels from the present study are compared to data of speakers not affected by articulation disorders from the literatur...
Abstract This paper examines whether the morpheme of plurality has shifted from word-final to wor... more Abstract This paper examines whether the morpheme of plurality has shifted from word-final to word-initial syllable in Eastern Andalusian Spanish. This would be explained by word-medial vowel lowering caused by vowel harmony, which extends leftwards from the vowel preceding deleted /-s/ up to the stressed vowel. Two experiments are performed: (1) Eastern Andalusian speakers have to decide if each item is singular or plural by listening to the first syllable of paroxytone disyllabic words; (2) Paroxytone disyllabic words are manipulated and the first syllable is taken from a singular word and the second syllable from its plural, and vice versa; the participants have to categorise each item as singular or plural. An analysis of 4503 answers shows that these speakers can identify singular /ˈCV.CV/ words by listening to the first syllable only when the first syllable contains /e/ or /o/ and plural only when the first syllable contains /o/; they can identify singular /ˈCVC.CV/ words when the first syllable contains /o/, /i/ or /u/ and plurals when they contain /e/ or /o/. The morpheme of plurality has not shifted completely to word-initial syllable but it is hypothesised that there is a shift currently underway and that this is more advanced for /e/ and /o/.
El presente artículo investiga los efectos de la apócope de /-s/, /-r/ y /-θ/ en las vocales prec... more El presente artículo investiga los efectos de la apócope de /-s/, /-r/ y /-θ/ en las vocales precedentes. Para esto, se analiza 60 hablantes de andaluz oriental y se realiza, además, un experimento de percepción, lo que confirma que 1) la apócope de /-s/, /-r/ y /-θ/ cambia la calidad de las vocales precedentes en distinto grado ─de ahí que se esté en condiciones de discernir entre 14 vocales distintas─ y que 2) los hablantes de andaluz oriental pueden identificar, por un lado, sin ayuda ninguna del contexto, si una vocal va seguida o no de una consonante subyacente y, por otro, reconocer nueve vocales distintas.
Coda-final consonant deletion has been extensively documented in Eastern Andalusian Spanish; howe... more Coda-final consonant deletion has been extensively documented in Eastern Andalusian Spanish; however, its effects on neighbouring segments is still unknown. Scholars working on consonant deletion in Eastern Andalusian Spanish have mainly focused on /s/, given the semantic importance of this consonant in Spanish. As a result, other consonants which are often deleted syllable-finally in this geolect have been studied to a much lesser degree. The present paper aims to expand the traditional view on
The deletion of syllable-final consonants in Eastern Andalusian Spanish has been extensively docu... more The deletion of syllable-final consonants in Eastern Andalusian Spanish has been extensively documented; however, there is no consensus about its effect on neighbouring vowels. Researchers have focused on the effects of /s/ deletion on vowels to analyse how its semantic value is conveyed, while other consonants which are also deleted have been ignored. This paper examines the effects of word-final /s/, /r/, and /θ/ deletion on preceding /o/ from the point of view of production and perception. Regarding production, acoustic analyses of data from El Ejido (Eastern Andalusia), show specific changes to the F1 and F2 of /o/ depending on the underlying consonant it precedes (/s/, /r/, or /θ/). Likewise, a perception test demonstrates that Eastern Andalusian speakers can distinguish between more types of mid back vowels than previously thought.
Spanish normative grammar considers any two-vowel combination of /e/, /a/, and /o/ as a hiatus, a... more Spanish normative grammar considers any two-vowel combination of /e/, /a/, and /o/ as a hiatus, accepting that they can be pronounced as a diphthong in lower basilects and/or informal registers. This article analyzes speeches of educated speakers, performing an acoustic analysis of 60 segmental and suprasegmental features in 493 vowel sequences. Linear mixed-effects models suggest that two-vowel sequences of /e/, /a/, and /o/ are pronounced as diphthongs in 77.27 % of cases; suprasegmental features (especially duration) are the most reliable cues to distinguish a hiatus from a diphthong in Spanish. These results call for a re-examination of diphthong classification in Spanish.
In Eastern Andalusian Spanish, consonants are deleted in syllable-final position, triggering regu... more In Eastern Andalusian Spanish, consonants are deleted in syllable-final position, triggering regular gemination of a following consonant, even across word boundaries. This paper investigates five underlying phonemic contexts involving /t/, including singleton /t/ and four different underlying /C+t/ sequences that typically surface as [t:], by analyzing how durational and formant differences vary depending on the presence and identity of the preceding underlying consonant. Following the acoustic and statistical analyses of 444 instances of /ˈeta/, /ˈesta/, /ˈekta/, /ˈepta/ and /ˈeksta/, a Discriminant Function Analysis shows that differences in the total duration of /t/ and in the duration of the closure of /t/ are the strongest cues to distinguishing singletons from geminated consonants, with 91.9% and 90.6% accurate classifications, respectively. Cues indicating which specific consonants have been deleted before /t/ are much less robust and more varied in nature. It is unclear, however, whether this outcome is due to different compensation strategies in each case or whether they are affected by some kind of underlying coarticulatory effect. Given that gemination in this language variety is the result of regular /C1C2/ to [Cː] assimilation, and that its underlying phonemic status has not been demonstrated, Eastern Andalusian Spanish is unusual amongst languages studied with respect to gemination, making this study typologically interesting.
In Eastern Andalusian Spanish, consonants are deleted in syllable-final position, triggering regu... more In Eastern Andalusian Spanish, consonants are deleted in syllable-final position, triggering regular gemination of a following consonant, even across word boundaries. This paper investigates five underlying phonemic contexts involving /t/, including singleton /t/ and four different underlying /C+t/ sequences that typically surface as [t:], by analyzing how durational and formant differences vary depending on the presence and identity of the preceding underlying consonant. Following the acoustic and statistical analyses of 444 instances of /ˈeta/, /ˈesta/, /ˈekta/, /ˈepta/ and /ˈeksta/, a Discriminant Function Analysis shows that differences in the total duration of /t/ and in the duration of the closure of /t/ are the strongest cues to distinguishing singletons from geminated consonants, with 91.9% and 90.6% accurate classifications, respectively. Cues indicating which specific consonants have been deleted before /t/ are much less robust and more varied in nature. It is unclear, however, whether this outcome is due to different compensation strategies in each case or whether they are affected by some kind of underlying coarticulatory effect. Given that gemination in this language variety is the result of regular /C1C2/ to [Cː] assimilation, and that its underlying phonemic status has not been demonstrated, Eastern Andalusian Spanish is unusual amongst languages studied with respect to gemination, making this study typologically interesting.
Recursos para el Aula de Español: investigación y enseñanza
Doce historias muy cortas para mejorar tu vocabulario es un recurso educativo diseñado por Herrer... more Doce historias muy cortas para mejorar tu vocabulario es un recurso educativo diseñado por Herrero de Haro con el propósito de aportar nuevos materiales accesibles y sencillos a sus estudiantes de español como lengua extranjera de niveles B1 y B2.
A growing body of research, especially on L2 English, has shown the positive effects of explicit ... more A growing body of research, especially on L2 English, has shown the positive effects of explicit pronunciation teaching. However, some beliefs which prevent explicit pronunciation teaching still remain, notably, the belief that regular speaking during class time is enough to improve pronunciation outcomes. This paper analyses the evolution of L2 Spanish vowels in four students at an Australian university. An analysis of 1387 vowels from the first, third and sixth semesters of a Spanish major with no particular focus on explicit pronunciation teaching shows minimal change in the quality of the students’ vowels, indicating very little improvement in pronunciation across their six-semester language major. The results suggest that speaking during class is not enough to improve L2 Spanish pronunciation and support explicit pronunciation teaching in the language classroom.
Eastern Andalusian Spanish (henceforth EAS), is spoken in the east of Andalusia, the southernmost... more Eastern Andalusian Spanish (henceforth EAS), is spoken in the east of Andalusia, the southernmost autonomous region of Spain. EAS is most similar to Western Andalusian Spanish (WAS) and to Murcian Spanish, the latter spoken in the autonomous region of Murcia, immediately to the east of Andalusia, and it shares some phonetic traits with EAS, such as vowel lowering. Geographically, Eastern Andalusia includes the provinces of Almería, Granada, Jaén and Málaga, although the precise linguistic delimitation of this area is somewhat more complicated (Figure 1). The main criterion to differentiate EAS from WAS is the lowering or opening of vowels preceding underlying /s/ (Villena Ponsoda 2000). More detailed information on the differences between EAS and WAS can be found in Jiménez Fernández (1999), Villena Ponsoda (2000), Moya Corral (2010) and Valeš (2014). According to Alvar, Llorente & Salvador (1973: map 1696), Cádiz and Huelva in the west are the only Andalusian provinces where vowel ...
Eastern Andalusian Spanish deletes all coda consonants; yet, coda deletion analyses have focused ... more Eastern Andalusian Spanish deletes all coda consonants; yet, coda deletion analyses have focused on /-s/. The acoustic and statistical analyses of 317 tokens of /u/ in 24 Eastern Andalusian speakers confirm that the differences in quality between word-final /u/ and /u/ preceding deleted /-s/, /-r/, and /-θ/ are statistically significant. Furthermore, /-s/, /-r/, and /-θ/ deletion changes the quality of a preceding /u/ in different degrees but the difference of quality between these three realisations of /u/ is not statistically significant. Likewise, a perception experiment confirms that Eastern Andalusian speakers can identify whether or not /u/ is followed by an underlying /-s/, /-r/, or /-θ/; however, they cannot identify the deleted consonant.
A review of the existing literature shows that when it comes to studying attitudes towards CALL (... more A review of the existing literature shows that when it comes to studying attitudes towards CALL (Computer-Assisted Language Learning), researchers have traditionally focused on students ’ perspectives and ignored teachers ’ views. This study focuses on teachers ’ attitudes towards CALL in order to gain a better understanding of what issues, advantages, and disadvantages teachers come across when incorporating CALL into their teaching. Furthermore, a group of teachers from Australia and Spain has been interviewed to compare how views on CALL vary across professionals in these two countries. As some authors have previously proved, the more IT literate teachers are, the more likely they are to use CALL in their teaching.
Eastern Andalusian Spanish deletes coda consonants and the effects of such deletions have been wi... more Eastern Andalusian Spanish deletes coda consonants and the effects of such deletions have been widely studied. However, this has been done almost exclusively for /s/. Furthermore, no study has considered Eastern Andalusian speakers with articulation disorders. The present paper explores the consequences of /s/, /r/, and /θ/ deletion on preceding vowels in Eastern Andalusian speakers with articulation disorders. The vowels from eight speakers with articulation disorders are analysed in word-final position and before underlying /-s/, /-r/, and /-θ/. Acoustic and statistical analyses show that speakers with an articulation disorder do not simply delete word-final consonants, as posited in the literature for these type of speakers, but they also display lowering and fronting/backing, which is typical in this variety of Spanish. The results from the analyses of the 524 vowels from the present study are compared to data of speakers not affected by articulation disorders from the literatur...
Abstract This paper examines whether the morpheme of plurality has shifted from word-final to wor... more Abstract This paper examines whether the morpheme of plurality has shifted from word-final to word-initial syllable in Eastern Andalusian Spanish. This would be explained by word-medial vowel lowering caused by vowel harmony, which extends leftwards from the vowel preceding deleted /-s/ up to the stressed vowel. Two experiments are performed: (1) Eastern Andalusian speakers have to decide if each item is singular or plural by listening to the first syllable of paroxytone disyllabic words; (2) Paroxytone disyllabic words are manipulated and the first syllable is taken from a singular word and the second syllable from its plural, and vice versa; the participants have to categorise each item as singular or plural. An analysis of 4503 answers shows that these speakers can identify singular /ˈCV.CV/ words by listening to the first syllable only when the first syllable contains /e/ or /o/ and plural only when the first syllable contains /o/; they can identify singular /ˈCVC.CV/ words when the first syllable contains /o/, /i/ or /u/ and plurals when they contain /e/ or /o/. The morpheme of plurality has not shifted completely to word-initial syllable but it is hypothesised that there is a shift currently underway and that this is more advanced for /e/ and /o/.
El presente artículo investiga los efectos de la apócope de /-s/, /-r/ y /-θ/ en las vocales prec... more El presente artículo investiga los efectos de la apócope de /-s/, /-r/ y /-θ/ en las vocales precedentes. Para esto, se analiza 60 hablantes de andaluz oriental y se realiza, además, un experimento de percepción, lo que confirma que 1) la apócope de /-s/, /-r/ y /-θ/ cambia la calidad de las vocales precedentes en distinto grado ─de ahí que se esté en condiciones de discernir entre 14 vocales distintas─ y que 2) los hablantes de andaluz oriental pueden identificar, por un lado, sin ayuda ninguna del contexto, si una vocal va seguida o no de una consonante subyacente y, por otro, reconocer nueve vocales distintas.
Coda-final consonant deletion has been extensively documented in Eastern Andalusian Spanish; howe... more Coda-final consonant deletion has been extensively documented in Eastern Andalusian Spanish; however, its effects on neighbouring segments is still unknown. Scholars working on consonant deletion in Eastern Andalusian Spanish have mainly focused on /s/, given the semantic importance of this consonant in Spanish. As a result, other consonants which are often deleted syllable-finally in this geolect have been studied to a much lesser degree. The present paper aims to expand the traditional view on
The deletion of syllable-final consonants in Eastern Andalusian Spanish has been extensively docu... more The deletion of syllable-final consonants in Eastern Andalusian Spanish has been extensively documented; however, there is no consensus about its effect on neighbouring vowels. Researchers have focused on the effects of /s/ deletion on vowels to analyse how its semantic value is conveyed, while other consonants which are also deleted have been ignored. This paper examines the effects of word-final /s/, /r/, and /θ/ deletion on preceding /o/ from the point of view of production and perception. Regarding production, acoustic analyses of data from El Ejido (Eastern Andalusia), show specific changes to the F1 and F2 of /o/ depending on the underlying consonant it precedes (/s/, /r/, or /θ/). Likewise, a perception test demonstrates that Eastern Andalusian speakers can distinguish between more types of mid back vowels than previously thought.
A growing body of research, especially on L2 English, has shown the positive effects of explicit ... more A growing body of research, especially on L2 English, has shown the positive effects of explicit pronunciation teaching. However, some beliefs which prevent explicit pronunciation teaching still remain, notably, the belief that regular speaking during class time is enough to improve pronunciation outcomes. This paper analyses the evolution of L2 Spanish vowels in four students at an Australian university. An analysis of 1387 vowels from the first, third and sixth semesters of a Spanish major with no particular focus on explicit pronunciation teaching shows minimal change in the quality of the students’ vowels, indicating very little improvement in pronunciation across their six-semester language major. The results suggest that speaking during class is not enough to improve L2 Spanish pronunciation and support explicit pronunciation teaching in the language classroom.
Following the death of his grandmother, his last surviving relative, Carl moves from his native G... more Following the death of his grandmother, his last surviving relative, Carl moves from his native Gibraltar to Birmingham, England. Alone in the world, now in his mid-twenties, Carl finally has to start making his own choices in life. For someone on the autistic spectrum, this is not easy. In Birmingham, a group of friends take Carl under their wing and help him experience life as he has never experienced it before. However, a few months later, Carl's mental health deteriorates shortly after the media starts reporting on a series of murders. Carl himself is unsure about his relationship to the murders and, since his need for support has gone unnoticed by social services, he must now depend on his friends to help him through the tough times ahead.
With its 18 chapters, all written in a different style, A Dead Man’s Ice Cream is influenced by James Joyce’s Ulysses and it takes us through Carl’s own Joycean journey around early twenty-first century Birmingham. A Dead Man’s Ice Cream explores how society treats its vulnerable members and raises questions about who we are and what we need to do to feel fulfilled. In a somewhat comical way, a lively ensemble of characters explores a series of serious and confrontational topics dealing with self and society. Carl shows us the importance of remembering the footprints that those we have met have left in our lives. He also prompts us to consider whether we will do something significant with our lives or, if instead, we will let our lives melt away and go to waste like a dead man’s ice cream.
This book has been designed specifically for students of Spanish as a foreign language at an inte... more This book has been designed specifically for students of Spanish as a foreign language at an intermediate level. The main objective is to improve vocabulary, whilst revising grammar and introducing students to literature in Spanish at an accessible level. Each short story highlights a certain grammatical structure(s) and comes with exercises covering vocabulary, comprehension, and literary analysis. This allows students to practise reading, writing, and speaking skills, with solutions located at the end of the book. Students will also have access to the stories in audio format and to an online forum to discuss the stories with students from other parts of the world. These features make this book an ideal resource for use in the classroom or for independent study.
Este libro ha sido diseñado específicamente para estudiantes de español como lengua extranjera de nivel intermedio. El objetivo principal es el de incrementar el vocabulario, repasando gramática e introduciendo al estudiante a una literatura en español accesible para su nivel. Cada historia ha sido escrita usando principalmente la(s) estructura(s) gramatical(es) a repasar y cuenta con ejercicios de vocabulario, de compresión y de análisis literario que cubren las destrezas de comprensión lectora y expresión oral y escrita, con soluciones al final del libro. El estudiante también tendrá acceso a las historias en formato audio y a un foro en línea para discutir sobre las historias con estudiantes de otras partes del mundo. Todo esto hace que este libro sea ideal tanto para clase como para el estudio individual.
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Papers by Alfredo Herrero de Haro
five underlying phonemic contexts involving /t/, including singleton /t/ and four different underlying
/C+t/ sequences that typically surface as [t:], by analyzing how durational and formant
differences vary depending on the presence and identity of the preceding underlying consonant.
Following the acoustic and statistical analyses of 444 instances of /ˈeta/, /ˈesta/, /ˈekta/, /ˈepta/ and
/ˈeksta/, a Discriminant Function Analysis shows that differences in the total duration of /t/ and in
the duration of the closure of /t/ are the strongest cues to distinguishing singletons from geminated
consonants, with 91.9% and 90.6% accurate classifications, respectively. Cues indicating which specific
consonants have been deleted before /t/ are much less robust and more varied in nature. It is
unclear, however, whether this outcome is due to different compensation strategies in each case or
whether they are affected by some kind of underlying coarticulatory effect. Given that gemination
in this language variety is the result of regular /C1C2/ to [Cː] assimilation, and that its underlying
phonemic status has not been demonstrated, Eastern Andalusian Spanish is unusual amongst languages studied with respect to gemination, making this study typologically interesting.
five underlying phonemic contexts involving /t/, including singleton /t/ and four different underlying
/C+t/ sequences that typically surface as [t:], by analyzing how durational and formant
differences vary depending on the presence and identity of the preceding underlying consonant.
Following the acoustic and statistical analyses of 444 instances of /ˈeta/, /ˈesta/, /ˈekta/, /ˈepta/ and
/ˈeksta/, a Discriminant Function Analysis shows that differences in the total duration of /t/ and in
the duration of the closure of /t/ are the strongest cues to distinguishing singletons from geminated
consonants, with 91.9% and 90.6% accurate classifications, respectively. Cues indicating which specific
consonants have been deleted before /t/ are much less robust and more varied in nature. It is
unclear, however, whether this outcome is due to different compensation strategies in each case or
whether they are affected by some kind of underlying coarticulatory effect. Given that gemination
in this language variety is the result of regular /C1C2/ to [Cː] assimilation, and that its underlying
phonemic status has not been demonstrated, Eastern Andalusian Spanish is unusual amongst languages studied with respect to gemination, making this study typologically interesting.
With its 18 chapters, all written in a different style, A Dead Man’s Ice Cream is influenced by James Joyce’s Ulysses and it takes us through Carl’s own Joycean journey around early twenty-first century Birmingham. A Dead Man’s Ice Cream explores how society treats its vulnerable members and raises questions about who we are and what we need to do to feel fulfilled. In a somewhat comical way, a lively ensemble of characters explores a series of serious and confrontational topics dealing with self and society. Carl shows us the importance of remembering the footprints that those we have met have left in our lives. He also prompts us to consider whether we will do something significant with our lives or, if instead, we will let our lives melt away and go to waste like a dead man’s ice cream.
Este libro ha sido diseñado específicamente para estudiantes de español como lengua extranjera de nivel intermedio. El objetivo principal es el de incrementar el vocabulario, repasando gramática e introduciendo al estudiante a una literatura en español accesible para su nivel. Cada historia ha sido escrita usando principalmente la(s) estructura(s) gramatical(es) a repasar y cuenta con ejercicios de vocabulario, de compresión y de análisis literario que cubren las destrezas de comprensión lectora y expresión oral y escrita, con soluciones al final del libro. El estudiante también tendrá acceso a las historias en formato audio y a un foro en línea para discutir sobre las historias con estudiantes de otras partes del mundo. Todo esto hace que este libro sea ideal tanto para clase como para el estudio individual.