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In:Research at the Intersection of Second Language Acquisition and Sociolinguistics: Studies in honor of Kimberly L. Geeslin
Edited by Megan Solon, Matthew Kanwit and Aarnes Gudmestad
[Issues in Hispanic and Lusophone Linguistics 43] 2025
► pp. 65–88

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Chapter 3
Implicit bias and the L2 perception of the Peninsular Spanish interdental fricative /θ/

 | Grand Valley State University
 | Brigham Young University — Idaho
Published online: 26 June 2025
DOI logo with link
https://doi.org/10.1075/ihll.43.03fer
Abstract
Research on second language acquisition of regional variation shows that learners’ adoption of regionally variable forms depends on various (extra)linguistic factors (Schoonmaker-Gates, 2020). Only some regional features are adopted by L2 learners (Ringer‐Hilfinger, 2012). Explicit learner attitudes have been examined to understand this discrepancy (Schmidt, 2020). However, explicit attitudes may not align with implicit biases. This study investigates implicit biases toward the Peninsular Spanish interdental fricative, /θ/, among beginner-level L2 learners. An Implicit Association Test with auditory stimuli reveals a significant implicit negative bias against /θ/. Factors such as motivation for studying Spanish and explicit opinions about /θ/ constrain this bias. These findings enhance our understanding of the relationship between language attitudes, sociolinguistic competence, and L2 acquisition.
Article outline
  • Literature review
    • L2 learners’ acquisition of dialect-specific variable features
    • L2 acquisition of the Peninsular Spanish /θ/
    • Measuring attitudes toward language
  • Method
    • Research questions
    • Participants
    • Procedure and tasks
      • Task 1.IAT
      • Task 2.Proficiency test
      • Task 3.Language background questionnaire
    • Analysis
      • Dependent variable
      • Independent variables
      • Statistical analyses
  • Results
    • Questionnaire results
    • Correlations between block completion durations and independent variables
  • Discussion
    • Implicit bias toward /θ/
    • Factors constraining implicit bias
    • Theoretical implications
    • Pedagogical and programmatic implications
    • Limitations and future directions
  • Conclusion
  • Notes
  • References
  • Appendix
References (71)
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