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Article published In: Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
Vol. 30:1 (2017) ► pp.273–298

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Estudio longitudinal del desarrollo del acento en español como primera lengua

 | Universidad Nacional de Educación a Distancia (UNED)

Article language: Spanish

Published online: 23 November 2017
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https://doi.org/10.1075/resla.30.1.11pol
Resumen
El presente trabajo propone un análisis de la adquisición del acento basado en el desarrollo de la estructura prosódica del español durante los primeros meses del desarrollo lingüístico. Hay muy poca investigación sobre la adquisición del acento y el desarrollo de la estructura prosódica en esta lengua. Un repaso de la bibliografía sobre adquisición muestra dos hipótesis de trabajo: un sesgo hacia el troqueo, que interpreta que las primeras emisiones infantiles se realizan bajo una forma trocaica por defecto, y una hipótesis neutra, determinada por la estructura correspondiente de la lengua meta. Dado que no hay consenso sobre la adquisición del acento en español, se presenta este trabajo con el propósito de profundizar en el desarrollo del acento en español como primera lengua. Para ello se han analizado las producciones de dos niños monolingües hablantes de español (desde 1;7 a 2;3 años), más los datos adicionales de otro niño a 1;10 años. El estudio no ha proporcionado datos convincentes para apoyar la hipótesis trocaica en el desarrollo del acento en español; sin embargo, los niños que adquieren español dominan los patrones acentuales de esta lengua desde el principio de sus emisiones.
Abstract
This paper offers a longitudinal analysis of L1 acquisition of Spanish stress based on the development of Spanish prosodic structure during the first months of language acquisition. Very little research has been done on Spanish stress and prosodic development. The scant literature on the matter in essence contemplates two hypotheses: trochaic infant bias, which postulates an innate trochaic default prosodic form; and a neutral hypothesis, by which stress is developed following targetlike stress patterns. Since there is no consensus in Spanish developmental studies on the way children develop stress, the present work contributes an in-depth study of the issue by examining the production of two Spanish-speaking children during from age 1;7 to 2;3, including additional data from 1 child at 1;10. The study did not find support for the innate trochaic hypothesis in Spanish. The children, however, exhibit mastery of the Spanish’s stress patterns from the onset of their production.
Article outline
  • 1.Introducción
  • 2.Marco teórico
    • 2.1La adquisición del acento
    • 2.2La adquisición de la estructura prosódica
    • 2.3Estructura silábica y acentual en español
  • 3.Metodología
    • 3.1Diseño y recogida del corpus
    • 3.2Metodología de análisis de los datos
      • 3.2.1Criterios específicos de análisis de los datos
  • 4.Análisis y resultados
    • 4.1Bisílabos (troqueos y yambos)
      • 4.1.1Monosílabos
      • 4.2Trisílabos (anfíbracos y anapestos)
      • 4.3Cuatrisílabos (wwSw)
      • 4.4Producción de sílabas y acento. Visión de conjunto
  • 5.Discusión
  • 6.Conclusiones
  • Notas
  • Referencias
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