Semester of Graduation

Spring 2026

Degree

Master of Arts (MA)

Department

World Languages, Literatures, and Cultures

Document Type

Thesis

Abstract

This study examines both phonetic realizations of heritage speakers and L2 students of Spanish as well as the effectiveness of a short-term phonetic-based pedagogical intervention for L2 students of Spanish. 24 university students participated in recorded Spanish speech tasks that were analyzed acoustically using PRAAT. The analysis focused on vowel spacing, aspiration (VOT), spirantization (RID), rhotic accuracy, and the oral realization of the grapheme “v”. Heritage speakers generally produced more native-like phonetic patterns than L2 learners, although both groups exhibited evidence of English phonological influence. L2 learners completed both pre- and post-instruction speech tasks following a 20 to 25-minute phonetic training session. Results show measurable reductions in VOT for /p/ and /t/, decentralization of the vowel /u/, increased accuracy of the tap /ɾ/, and increased accuracy in the oral production of the grapheme “v” after instruction, particularly among intermediate learners. This study provides preliminary evidence that even short-term explicit phonetic instruction can lead to measurable improvements in L2 Spanish phonetic production. The investigation supports arguments for the implementation of this teaching model in base level Spanish-L2 classrooms.

Date

3-26-2026

Committee Chair

Jeremy King

LSU Acknowledgement

1

LSU Accessibility Acknowledgment

1

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