Lexical stress awareness in native Spanish adolescent speakers

Autores
Romanelli, Sofía; Mazzina Denevi, María Emilia; Martínez, Florencia
Año de publicación
2024
Idioma
inglés
Tipo de recurso
documento de conferencia
Estado
versión publicada
Descripción
Research has shown that prosodic awareness is related to reading fluency and comprehension in primary school children. However, fewer studies have focused on the prosodic awareness of secondary school adolescents. In particular, this pilot study explores how Spanish adolescent listeners identify lexical stress in Spanish. We hypothesize that teenagers will find some difficulties in the perception of lexical stress. Ten 1st-year female students (age range: 12-13) carried out a perceptual identification task aimed at detecting the stressed syllable in three-syllable pseudowords read by three different native Spanish speakers. Participants were required to identify the word they heard from sets of three words that were orthographically identical but contrasted in stress placement, presented in written form. Stress was placed on the first, second or third syllable of words (e. g. ‘sémapa’, ‘semapa’, ‘semapá’). The results revealed that adolescents encountered difficulties in identifying stress on the second syllable (‘semapa’). In this case, stress was mostly perceived on the first syllable (‘sémapa’), and to a lesser extent on the third one (‘semapá’). We hypothesize that the lack of an orthographic mark on words stressed on the second syllable may have led to confusion when determining the stressed syllable.
Fil: Romanelli, Sofía. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mar del Plata. Instituto de Humanidades y Ciencias Sociales. Universidad Nacional de Mar del Plata. Instituto de Humanidades y Ciencias Sociales; Argentina
Fil: Mazzina Denevi, María Emilia. Universidad Nacional de Mar del Plata. Facultad de Humanidades. Departamento de Lenguas Modernas; Argentina
Fil: Martínez, Florencia. Universidad Nacional de Mar del Plata. Facultad de Humanidades. Departamento de Lenguas Modernas; Argentina
IV Jornadas Nacionales del Profesorado de Inglés
Mar del Plata
Argentina
Universidad Nacional de Mar del Plata. Facultad de Humanidades. Departamento de Lenguas Modernas
Materia
LEXICAL STRESS
PERCEPTION
SPANISH
ADOLESCENTS
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/276713
Acceder
id CONICETDig_c0137c0418266e28b8d77987764f0dd5
oai_identifier_str oai:ri.conicet.gov.ar:11336/276713
network_acronym_str CONICETDig
repository_id_str 3498
network_name_str CONICET Digital (CONICET)
spelling Lexical stress awareness in native Spanish adolescent speakersRomanelli, SofíaMazzina Denevi, María EmiliaMartínez, FlorenciaLEXICAL STRESSPERCEPTIONSPANISHADOLESCENTShttps://purl.org/becyt/ford/6.2https://purl.org/becyt/ford/6Research has shown that prosodic awareness is related to reading fluency and comprehension in primary school children. However, fewer studies have focused on the prosodic awareness of secondary school adolescents. In particular, this pilot study explores how Spanish adolescent listeners identify lexical stress in Spanish. We hypothesize that teenagers will find some difficulties in the perception of lexical stress. Ten 1st-year female students (age range: 12-13) carried out a perceptual identification task aimed at detecting the stressed syllable in three-syllable pseudowords read by three different native Spanish speakers. Participants were required to identify the word they heard from sets of three words that were orthographically identical but contrasted in stress placement, presented in written form. Stress was placed on the first, second or third syllable of words (e. g. ‘sémapa’, ‘semapa’, ‘semapá’). The results revealed that adolescents encountered difficulties in identifying stress on the second syllable (‘semapa’). In this case, stress was mostly perceived on the first syllable (‘sémapa’), and to a lesser extent on the third one (‘semapá’). We hypothesize that the lack of an orthographic mark on words stressed on the second syllable may have led to confusion when determining the stressed syllable.Fil: Romanelli, Sofía. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mar del Plata. Instituto de Humanidades y Ciencias Sociales. Universidad Nacional de Mar del Plata. Instituto de Humanidades y Ciencias Sociales; ArgentinaFil: Mazzina Denevi, María Emilia. Universidad Nacional de Mar del Plata. Facultad de Humanidades. Departamento de Lenguas Modernas; ArgentinaFil: Martínez, Florencia. Universidad Nacional de Mar del Plata. Facultad de Humanidades. Departamento de Lenguas Modernas; ArgentinaIV Jornadas Nacionales del Profesorado de InglésMar del PlataArgentinaUniversidad Nacional de Mar del Plata. Facultad de Humanidades. Departamento de Lenguas ModernasUniversidad Nacional de Mar del Plata. Facultad de Humanidades2024info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/conferenceObjectJornadaBookhttp://purl.org/coar/resource_type/c_5794info:ar-repo/semantics/documentoDeConferenciaapplication/pdfapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/276713Lexical stress awareness in native Spanish adolescent speakers; IV Jornadas Nacionales del Profesorado de Inglés; Mar del Plata; Argentina; 2024; 39-42978-987-811-206-0CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://www.jornadasnacionalesdelprofesoradodeingles.com.ar/jornadas-anterioresNacionalinfo:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-12-23T13:38:15Zoai:ri.conicet.gov.ar:11336/276713instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-12-23 13:38:15.983CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Lexical stress awareness in native Spanish adolescent speakers
title Lexical stress awareness in native Spanish adolescent speakers
spellingShingle Lexical stress awareness in native Spanish adolescent speakers
Romanelli, Sofía
LEXICAL STRESS
PERCEPTION
SPANISH
ADOLESCENTS
title_short Lexical stress awareness in native Spanish adolescent speakers
title_full Lexical stress awareness in native Spanish adolescent speakers
title_fullStr Lexical stress awareness in native Spanish adolescent speakers
title_full_unstemmed Lexical stress awareness in native Spanish adolescent speakers
title_sort Lexical stress awareness in native Spanish adolescent speakers
dc.creator.none.fl_str_mv Romanelli, Sofía
Mazzina Denevi, María Emilia
Martínez, Florencia
author Romanelli, Sofía
author_facet Romanelli, Sofía
Mazzina Denevi, María Emilia
Martínez, Florencia
author_role author
author2 Mazzina Denevi, María Emilia
Martínez, Florencia
author2_role author
author
dc.subject.none.fl_str_mv LEXICAL STRESS
PERCEPTION
SPANISH
ADOLESCENTS
topic LEXICAL STRESS
PERCEPTION
SPANISH
ADOLESCENTS
purl_subject.fl_str_mv https://purl.org/becyt/ford/6.2
https://purl.org/becyt/ford/6
dc.description.none.fl_txt_mv Research has shown that prosodic awareness is related to reading fluency and comprehension in primary school children. However, fewer studies have focused on the prosodic awareness of secondary school adolescents. In particular, this pilot study explores how Spanish adolescent listeners identify lexical stress in Spanish. We hypothesize that teenagers will find some difficulties in the perception of lexical stress. Ten 1st-year female students (age range: 12-13) carried out a perceptual identification task aimed at detecting the stressed syllable in three-syllable pseudowords read by three different native Spanish speakers. Participants were required to identify the word they heard from sets of three words that were orthographically identical but contrasted in stress placement, presented in written form. Stress was placed on the first, second or third syllable of words (e. g. ‘sémapa’, ‘semapa’, ‘semapá’). The results revealed that adolescents encountered difficulties in identifying stress on the second syllable (‘semapa’). In this case, stress was mostly perceived on the first syllable (‘sémapa’), and to a lesser extent on the third one (‘semapá’). We hypothesize that the lack of an orthographic mark on words stressed on the second syllable may have led to confusion when determining the stressed syllable.
Fil: Romanelli, Sofía. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mar del Plata. Instituto de Humanidades y Ciencias Sociales. Universidad Nacional de Mar del Plata. Instituto de Humanidades y Ciencias Sociales; Argentina
Fil: Mazzina Denevi, María Emilia. Universidad Nacional de Mar del Plata. Facultad de Humanidades. Departamento de Lenguas Modernas; Argentina
Fil: Martínez, Florencia. Universidad Nacional de Mar del Plata. Facultad de Humanidades. Departamento de Lenguas Modernas; Argentina
IV Jornadas Nacionales del Profesorado de Inglés
Mar del Plata
Argentina
Universidad Nacional de Mar del Plata. Facultad de Humanidades. Departamento de Lenguas Modernas
description Research has shown that prosodic awareness is related to reading fluency and comprehension in primary school children. However, fewer studies have focused on the prosodic awareness of secondary school adolescents. In particular, this pilot study explores how Spanish adolescent listeners identify lexical stress in Spanish. We hypothesize that teenagers will find some difficulties in the perception of lexical stress. Ten 1st-year female students (age range: 12-13) carried out a perceptual identification task aimed at detecting the stressed syllable in three-syllable pseudowords read by three different native Spanish speakers. Participants were required to identify the word they heard from sets of three words that were orthographically identical but contrasted in stress placement, presented in written form. Stress was placed on the first, second or third syllable of words (e. g. ‘sémapa’, ‘semapa’, ‘semapá’). The results revealed that adolescents encountered difficulties in identifying stress on the second syllable (‘semapa’). In this case, stress was mostly perceived on the first syllable (‘sémapa’), and to a lesser extent on the third one (‘semapá’). We hypothesize that the lack of an orthographic mark on words stressed on the second syllable may have led to confusion when determining the stressed syllable.
publishDate 2024
dc.date.none.fl_str_mv 2024
dc.type.none.fl_str_mv info:eu-repo/semantics/publishedVersion
info:eu-repo/semantics/conferenceObject
Jornada
Book
http://purl.org/coar/resource_type/c_5794
info:ar-repo/semantics/documentoDeConferencia
status_str publishedVersion
format conferenceObject
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/276713
Lexical stress awareness in native Spanish adolescent speakers; IV Jornadas Nacionales del Profesorado de Inglés; Mar del Plata; Argentina; 2024; 39-42
978-987-811-206-0
CONICET Digital
CONICET
url http://hdl.handle.net/11336/276713
identifier_str_mv Lexical stress awareness in native Spanish adolescent speakers; IV Jornadas Nacionales del Profesorado de Inglés; Mar del Plata; Argentina; 2024; 39-42
978-987-811-206-0
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/https://www.jornadasnacionalesdelprofesoradodeingles.com.ar/jornadas-anteriores
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
application/pdf
dc.coverage.none.fl_str_mv Nacional
dc.publisher.none.fl_str_mv Universidad Nacional de Mar del Plata. Facultad de Humanidades
publisher.none.fl_str_mv Universidad Nacional de Mar del Plata. Facultad de Humanidades
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
_version_ 1852335278142783488
score 12.441415

Publicaciones similares