@article {333,
	title = {The development of L2 categorization in multiple scenarios},
	year = {2004},
	publisher = {Nederlandse Vereniging voor Fonetische Wetenschappen},
	address = {Nijmegen, The Netherlands},
	abstract = {<p>Phonemic and phonetic mismatches between the sound categories of different languages frequently lead to problems in L2 acquisition. Following the simple, and widely accepted, assumption of L1 transfer, it is predicted that we will find at least three different learning scenarios for the categorization of L2 sounds, namely starting with fewer sound categories, starting with more categories and starting with similar but not equal categories. I will present different L2 categorization cases that illustrate each of the three scenarios: The learning of the English vowels /i/ and /I/ by Spanish speakers will be shown to represent the first scenario, the second scenario will be illustrated by the learning of the Spanish vowels /i/ and /e/ by Dutch listeners, and the learning of the Canadian French vowels /ae/ and /E/ by Canadian English speakers will be shown as an example of the third scenario. For each scenario, two arguments about the staring point will be put forward. First, it is argued that the L2 starting point equals the cross-language categorization of the vowel sounds at hand (e.g. the native Spanish categorization of English /i/ and /I/ or the Dutch native categorization of Spanish /i/ and /e/). And second, it is argued that the learner is faced with a different L2 learning problem in each of the scenarios, namely learning to categorize more vowels, learning to categorize less vowels and learning to re-categorize vowels. As for solving the L2 learning problems, following the, perhaps, controversial assumption of availability of L2 development, it will be argued that the L2 learners can modify their initial L2 categorization in order to gradually approximate native categorization. Crucially, it is claimed that the learners of each scenario will adjust their L2 vowel categorization through different developmental (sequence of) strategies. The results of cross-language and L2 categorization experiments will be shown to confirm the hypothesised L2 scenarios as well as the hypothesised L2 developments.</p>
},
	author = {Paola Escudero}
}
@article {264,
	title = {One-to-multiple vowel mapping in the perception of Dutch learners of Spanish},
	year = {2001},
	publisher = {Nederlandse Vereniging voor Fonetische Wetenschappen},
	address = {Utrecht, The Netherlands},
	abstract = {<p>We show that second-language perception can be problematic if an L2 phoneme has multiple correspondents in the native language. As an example, we tested the perception of Spanish vowels by Dutch learners of Spanish. It turns out that the average learner indeed shows poorer identification performance for short front vowels (of which Spanish has two and Dutch has three) than for short back vowels (of which both languages have two), which is the exact reverse of what L1 Spanish listeners do. The learners have different perception strategies according to the language that they think they hear: when having to identify the vowels in Spanish CVC contexts by using Dutch vowel categories, they use the extra L1 category (/I/) much less than if they think that the language is Spanish rather than Dutch. This difference between the two modes of perception turns out to correlate strongly with the subjects{\textquoteright} performance on an identification task with Spanish response categories. This suggests that learners try to solve the problem of the extra category by gradually removing it from their perception.</p>
},
	author = {Paola Escudero and Paul Boersma}
}
