Un análisis acústico de la prosodia inglesa de estudiantes españoles: efectos de transferencia de la L1

Bodelis Artemio Marín Marín

doi:10.48204/rea.v5n1.10077

Submitted June 2, 2026

Published 2026-06-03

Artículos

Vol. 5 No. 1 (2026): REA: Revista Científica Especializada en Educación y Ambiente

An Acoustic Analysis of Spanish Learners' English Prosody: L1 Transfer Effects

Bodelis Artemio Marín Marín ⁺⁻

DOI https://doi.org/10.48204/rea.v5n1.10077

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DOI: 10.48204/rea.v5n1.10077

Published: 2026-06-03

How to Cite

Marín Marín , B. A. (2026). An Acoustic Analysis of Spanish Learners’ English Prosody: L1 Transfer Effects. REA: Revista Científica Especializada En Educación Y Ambiente, 5(1), 135–155. https://doi.org/10.48204/rea.v5n1.10077

Abstract

Este estudio examina la realización acústica del ritmo cuantitativo, la entonación y el acento nuclear en estudiantes hispanohablantes de inglés como segunda lengua. También considera la velocidad del habla como un factor relevante en el procesamiento prosódico de la L2. Quince estudiantes universitarios de la Universidad de Valencia completaron una tarea de lectura controlada basada en un poema corto de 23 palabras que riman. Se realizaron análisis acústicos con Praat, centrándose en el ritmo (%V, nPVI-V y velocidad de articulación), la entonación (rango tonal, F0 media y tonos límite) y el acento nuclear (indicadores de prominencia). Los resultados indicaron que los participantes produjeron un %V más alto, menor variabilidad de duración y menor reducción vocálica, lo que ilustra la persistencia de una transferencia rítmica silábica del español. Los patrones de entonación revelaron un rango tonal limitado y una prevalencia de contornos descendentes, lo que los hace menos adaptables al contexto. Además, el acento nuclear se colocó correctamente solo en el 50% de los contextos, con errores que involucraban tanto la dependencia de las tendencias de acento penúltimo en español como problemas con el acento contrastivo. En general, los resultados sugieren que la transferencia prosódica se mantiene activa incluso en niveles avanzados de competencia y resaltan la importancia pedagógica del entrenamiento explícito en ritmo, modulación de tono y acentuación en la enseñanza del idioma inglés.

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References

Boersma, P., & Weenink, D. (2024). Praat: Doing phonetics by computer (Version 6.4.X) [Computer software]. http://www.praat.org/
Brazil, D. (1997). The communicative value of intonation in English. Cambridge University Press.
Carter, P. M. (2005). Quantifying rhythmic differences between Spanish, English, and Hispanic English. Amsterdam Studies in the Theory and History of Linguistic Science: Series IV, 272, 63–75.
Cruttenden, A. (1997). Intonation (2nd ed.). Cambridge University Press.
Derwing, T.M., & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research. John Benjamins.
Face, T. L. (2002). Intonational marking of contrastive focus in Madrid Spanish. Lincom Europa.
Face, T. L. (2003). Intonation in Spanish declaratives: Differences between lab speech and spontaneous speech. Catalan Journal of Linguistics, 2, 115–131.
Field, J. (2005). Intelligibility and the listener: The role of lexical stress. TESOL Quarterly, 39(3), 399–423. https://doi.org/10.2307/3588487
Flege, J.E. (1995). Second language speech learning: Theory, findings, and problems. In W. Strange (Ed.), Speech perception and linguistic experience: Issues in cross-language research (233–277). York Press.
Flege, J.E., Aoyama, K., & Bohn, O. S. (2021). The revised speech learning model (SLM-r) applied. In R. Wayland (Ed.), Second language speech learning: Theoretical and empirical progress (84–118). Cambridge University Press.
Frota, S., & Prieto, P. (2015). Intonation in Romance. Oxford University Press.
Goldman-Eisler, F. (1968). Psycholinguistics: Experiments in spontaneous speech. Academic Press.
Gómez González, M., & Sánchez Roura, T. (2016). English pronunciation for speakers of Spanish: From theory to practice. De Gruyter Mouton.
Gordon, J., & Darcy, I. (2022). Teaching segmentals and suprasegmentals: Effects of explicit pronunciation instruction on comprehensibility, fluency, and accentedness. Journal of Second Language Pronunciation, 8(2), 168–195.
Gut, U. (2009). Non-native speech: A corpus-based analysis of phonological and phonetic properties of L2 English and German (Vol. 9). Peter Lang.
Jenkins, J. (2000). The phonology of English as an international language. Oxford University Press.
Jenkins, J., Baker, W., & Dewey, M. (Eds.). (2018). The Routledge handbook of English as a lingua franca. Routledge.
Ladd, D.R. (2008). Intonational phonology (2nd ed.). Cambridge University Press.
Laver, J. (1994). Principles of phonetics. Cambridge University Press.
Lee, K. (2013). Sentence stress in information structure. Eoneohak (Journal of the Korean Linguistic Society), 66, 3–30.
Ling, L.E., Grabe, E., & Nolan, F. (2000). Quantitative characterizations of speech rhythm: Syllable-timing in Singapore English. Language and Speech, 43(4), 377–401.
Mennen, I. (2007). Phonological and phonetic influences in non-native intonation. In J. Trouvain & U. Gut (Eds.), Non-native prosody: Phonetic descriptions and teaching practice (53–76). Mouton de Gruyter.
Mennen, I. (2015). Beyond segments: Towards an L2 intonation learning theory. In E. Delais-Roussarie, M. Avanzi, & S. Herment (Eds.), Prosody and language in contact (171–188). Springer.
Munro, M. J., Derwing, T. M., & Morton, S. L. (2006). The mutual intelligibility of L2 speech. Studies in Second Language Acquisition, 28(1), 111–131.
Ortega-Llebaria, M., Olson, D.J., & Tuninetti, A. (2019). Explaining cross-language asymmetries in prosodic processing: The cue-driven window length hypothesis. Language and Speech, 62(4), 701–736.
Ramus, F., Nespor, M., & Mehler, J. (1999). Correlates of linguistic rhythm in the speech signal. Cognition, 73(3), 265–292.
Roach, P. (1982). On the distinction between “stress-timed” and “syllable-timed” languages. In D. Crystal (Ed.), Linguistic controversies: Essays in linguistic theory and practice in honour of F. R. Palmer (73–79). Edward Arnold.
Saito, K., & Lyster, R. (2012). Investigating the pedagogical potential of recasts for L2 vowel acquisition. TESOL Quarterly, 46(2), 387–398.
Saito, K., Trofimovich, P., & Isaacs, T. (2017). Using listener judgments to investigate linguistic influences on L2 comprehensibility and accentedness. Applied Linguistics, 38(4), 439–462.
Stepantsova, T.A. (2013). Tempo and pause variation in American monologue: An experimental investigation. Molodoy uchenyy (Young Scientist), 1(48), 237–240. https://moluch.ru/archive/48/5993
Trouvain, J., & Braun, B. (2020). Sentence prosody in a second language. In C. Gussenhoven & A. Chen (Eds.), The Oxford handbook of language prosody (pp. 605–618). Oxford University Press.
Valenzuela Farías, M.G. (2013). A comparative analysis of intonation between Spanish and English speakers in tag questions, wh-questions, inverted questions, and repetition questions. Revista Brasileira de Linguística Aplicada, 13(4), 1061–1083.
White, L., & Mattys, S. L. (2007). Calibrating rhythm: First language and second language studies. Journal of Phonetics, 35(4), 501–522.
Wiget, L., White, L., Schuppler, B., Grenon, I., Rauch, O., & Mattys, S.L. (2010). How stable are acoustic metrics of contrastive speech rhythm? Journal of the Acoustical Society of America, 127(3), 1559–1569.
Xu, Y. (2005). Speech melody as articulatorily implemented communicative functions. Speech Communication, 46(3–4), 220–251.
Zubizarreta, M.L. (1998). Prosody, focus, and word order. MIT Press.

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[1] Boersma, P., & Weenink, D. (2024). Praat: Doing phonetics by computer (Version 6.4.X) [Computer software]. http://www.praat.org/

[2] Brazil, D. (1997). The communicative value of intonation in English. Cambridge University Press.

[3] Carter, P. M. (2005). Quantifying rhythmic differences between Spanish, English, and Hispanic English. Amsterdam Studies in the Theory and History of Linguistic Science: Series IV, 272, 63–75.

[4] Cruttenden, A. (1997). Intonation (2nd ed.). Cambridge University Press.

[5] Derwing, T.M., & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research. John Benjamins.

[6] Face, T. L. (2002). Intonational marking of contrastive focus in Madrid Spanish. Lincom Europa.

[7] Face, T. L. (2003). Intonation in Spanish declaratives: Differences between lab speech and spontaneous speech. Catalan Journal of Linguistics, 2, 115–131.

[8] Field, J. (2005). Intelligibility and the listener: The role of lexical stress. TESOL Quarterly, 39(3), 399–423. https://doi.org/10.2307/3588487

[9] Flege, J.E. (1995). Second language speech learning: Theory, findings, and problems. In W. Strange (Ed.), Speech perception and linguistic experience: Issues in cross-language research (233–277). York Press.

[10] Flege, J.E., Aoyama, K., & Bohn, O. S. (2021). The revised speech learning model (SLM-r) applied. In R. Wayland (Ed.), Second language speech learning: Theoretical and empirical progress (84–118). Cambridge University Press.

[11] Frota, S., & Prieto, P. (2015). Intonation in Romance. Oxford University Press.

[12] Goldman-Eisler, F. (1968). Psycholinguistics: Experiments in spontaneous speech. Academic Press.

[13] Gómez González, M., & Sánchez Roura, T. (2016). English pronunciation for speakers of Spanish: From theory to practice. De Gruyter Mouton.

[14] Gordon, J., & Darcy, I. (2022). Teaching segmentals and suprasegmentals: Effects of explicit pronunciation instruction on comprehensibility, fluency, and accentedness. Journal of Second Language Pronunciation, 8(2), 168–195.

[15] Gut, U. (2009). Non-native speech: A corpus-based analysis of phonological and phonetic properties of L2 English and German (Vol. 9). Peter Lang.

[16] Jenkins, J. (2000). The phonology of English as an international language. Oxford University Press.

[17] Jenkins, J., Baker, W., & Dewey, M. (Eds.). (2018). The Routledge handbook of English as a lingua franca. Routledge.

[18] Ladd, D.R. (2008). Intonational phonology (2nd ed.). Cambridge University Press.

[19] Laver, J. (1994). Principles of phonetics. Cambridge University Press.

[20] Lee, K. (2013). Sentence stress in information structure. Eoneohak (Journal of the Korean Linguistic Society), 66, 3–30.

[21] Ling, L.E., Grabe, E., & Nolan, F. (2000). Quantitative characterizations of speech rhythm: Syllable-timing in Singapore English. Language and Speech, 43(4), 377–401.

[22] Mennen, I. (2007). Phonological and phonetic influences in non-native intonation. In J. Trouvain & U. Gut (Eds.), Non-native prosody: Phonetic descriptions and teaching practice (53–76). Mouton de Gruyter.

[23] Mennen, I. (2015). Beyond segments: Towards an L2 intonation learning theory. In E. Delais-Roussarie, M. Avanzi, & S. Herment (Eds.), Prosody and language in contact (171–188). Springer.

[24] Munro, M. J., Derwing, T. M., & Morton, S. L. (2006). The mutual intelligibility of L2 speech. Studies in Second Language Acquisition, 28(1), 111–131.

[25] Ortega-Llebaria, M., Olson, D.J., & Tuninetti, A. (2019). Explaining cross-language asymmetries in prosodic processing: The cue-driven window length hypothesis. Language and Speech, 62(4), 701–736.

[26] Ramus, F., Nespor, M., & Mehler, J. (1999). Correlates of linguistic rhythm in the speech signal. Cognition, 73(3), 265–292.

[27] Roach, P. (1982). On the distinction between “stress-timed” and “syllable-timed” languages. In D. Crystal (Ed.), Linguistic controversies: Essays in linguistic theory and practice in honour of F. R. Palmer (73–79). Edward Arnold.

[28] Saito, K., & Lyster, R. (2012). Investigating the pedagogical potential of recasts for L2 vowel acquisition. TESOL Quarterly, 46(2), 387–398.

[29] Saito, K., Trofimovich, P., & Isaacs, T. (2017). Using listener judgments to investigate linguistic influences on L2 comprehensibility and accentedness. Applied Linguistics, 38(4), 439–462.

[30] Stepantsova, T.A. (2013). Tempo and pause variation in American monologue: An experimental investigation. Molodoy uchenyy (Young Scientist), 1(48), 237–240. https://moluch.ru/archive/48/5993

[31] Trouvain, J., & Braun, B. (2020). Sentence prosody in a second language. In C. Gussenhoven & A. Chen (Eds.), The Oxford handbook of language prosody (pp. 605–618). Oxford University Press.

[32] Valenzuela Farías, M.G. (2013). A comparative analysis of intonation between Spanish and English speakers in tag questions, wh-questions, inverted questions, and repetition questions. Revista Brasileira de Linguística Aplicada, 13(4), 1061–1083.

[33] White, L., & Mattys, S. L. (2007). Calibrating rhythm: First language and second language studies. Journal of Phonetics, 35(4), 501–522.

[34] Wiget, L., White, L., Schuppler, B., Grenon, I., Rauch, O., & Mattys, S.L. (2010). How stable are acoustic metrics of contrastive speech rhythm? Journal of the Acoustical Society of America, 127(3), 1559–1569.

[35] Xu, Y. (2005). Speech melody as articulatorily implemented communicative functions. Speech Communication, 46(3–4), 220–251.

[36] Zubizarreta, M.L. (1998). Prosody, focus, and word order. MIT Press.

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