R2.8 - recommendations: L2 model suggestion

[jvcasillas]

p. 6, paragraph beginning on line 47 - there should be some mention of Mennen’s LiLT (L2 intonational learning theory) model of L2 intonation and the recent work using this model

Action: Check ref, add mentions, see also https://github.com/RAP-group/empathy_intonation_perc/issues/48

[juanjgarridop]

I have copied and pasted from our manuscript the paragraph referenced by the reviewer, and I added the mentions in bold. I divided the paragraph into two. The first one focuses on production and the second one introduces perception.

Previous research on the acquisition of Spanish prosody has primarily focused on the production of statements and questions, particularly in the study abroad context, using pre-, posttest designs (See Craft, 2015; Henriksen, Geeslin, & Willis, 2010; Thornberry, 2014; Trimble,2013a, among others). Though the degree of improvement is variable based on a myriad of factors—such as context formality (Trimble, 2013a), use of Spanish (Henriksen et al., 2010; Trimble, 2013a), social integration (Trimble, 2013a), or the development of meaningful social relationships with native speakers (Thornberry, 2014)—this line of research suggests that learners gradually acquire target-like intonation as they gain experience in the L2. Importantly, recent work on the production of prosodic marking to signal object focus in L2 Spanish suggests that while English-speaking learners of Spanish exhibit target-like implementation of focal accents, L1 English features are still observed in their L2 production (Sánchez Alvarado & Armstrong, 2022). The findings show that there is cross-language interaction between L1 and L2 intonation categories, and that over time learners can acquire L2 intonation that falls within the norms of target-like intonation, which is in line with the assumptions of the LILt model (Mennen, 2015).

There is a paucity of research on the perception of Spanish intonation, but limited studies corroborate the general finding in speech production that mastery is indeed possible for adult learners (Brandl, González, & Bustin, 2020; Nibert, 2005, 2006; Trimble, 2013b). For instance, Trimble (2013b) examined the perception of intonational cues in statements and absolute interrogatives in L1 English L2 Spanish adult learners that had studied abroad in Venezuela, Spain, or not at all. Using a gating task, Trimble (2013b) found that intonational cues that were absent from participants’ L1 were difficult to perceive, though learners were more accurate with statements than questions, and that familiarity with the target variety improved accuracy. The investigation lends support to the general notion that the L2 intonation system develops in tandem with proficiency in Spanish, which was positively correlated with time spent studying abroad.

[jvcasillas]

Awesome! Thanks.

[jvcasillas]

Included via https://github.com/RAP-group/empathy_intonation_perc/pull/76.

We again thank the reviewer for bringing to our attention the LILt model and the work of @alvarado2022prosodic. We have included the relevant citation and contextualized it further referencing the LILt model. The revised text is included below.

Previous research on the acquisition of Spanish prosody has primarily focused on the production of statements and questions, particularly in the study abroad context, using pre-, post-test designs [See @craft2015acquisition; @henriksen2010development; @thornberry2014l2; @trimble2013acquiring, among others]. Though the degree of improvement is variable based on a myriad of factors---such as context formality [@trimble2013acquiring], use of Spanish [@henriksen2010development; @trimble2013acquiring], social integration [@trimble2013acquiring], or the development of meaningful social relationships with native speakers [@thornberry2014l2]---this line of research suggests that learners gradually acquire target-like intonation as they gain experience in the L2. Importantly, recent work on the production of prosodic marking to signal object focus in L2 Spanish suggests that while English-speaking learners of Spanish exhibit target-like implementation of focal accents, L1 English features are still observed in their L2 production [@alvarado2022prosodic]. The findings show that there is cross-language interaction between L1 and L2 intonation categories, and that over time learners can acquire L2 intonation that falls within the norms of target-like intonation, which is in line with the assumptions of the LILt model [@mennen2015beyond].

There is a paucity of research on the perception of Spanish intonation, but limited studies corroborate the general finding in speech production that mastery is indeed possible for adult learners [@nibert2005acquisition; @nibert2006acquisition; @trimble2013perceiving; @bustin_2020]. For instance, @trimble2013perceiving examined the perception of intonational cues in statements and yes/no questions in L1 English L2 Spanish adult learners that had studied abroad in Venezuela, Spain, or not at all. Using a gating task, @trimble2013perceiving found that intonational cues that were absent from participants' L1 were difficult to perceive, though learners were more accurate with statements than questions, and that familiarity with the target variety improved accuracy. The investigation lends support to the general notion that the L2 intonation system develops in tandem with proficiency in Spanish, which was positively correlated with time spent studying abroad.