Shannon L Barrio
Biographic Data
| ID | 3532113 |
|---|---|
| NAME | Shannon L Barrio |
| GIVEN NAMES | Shannon L |
| FAMILY NAME | Barrio |
| SIGNATURE | BARRIO S L |
| AFFILIATIONS | University of Utah |
| ORCID | 0000-0003-0485-4735 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
How Do Phonetics and Phonology Inform Each Other in L2 Learning?
This entry introduces the fields of phonetics and phonology and the ways in which concepts, methods, and data from these fields contribute to our understanding of the acquisition of sounds and sound systems by adult language learners. The chapter is focused in particular on the insights gained at the intersection of the two fields.
Investigating Adult Learners' Perceptual and Phonolexical Representations of Novel Phonological Contrasts
Previous studies have shown that language learners' auditory word recognition behavior provides evidence for independent contributions of perceptual and phonolexical representations, and learners' patterns of auditory word recognition have been characterized as resulting from "fuzziness" or "imprecision" associated with these representations. More recently, it has been argued that representational "fuzziness" may in fact take various forms (e.g.,…
The acquisition of L2 allophonic variants: The role of phonological distribution and lexical cues
Adult learners acquire second language (L2) allophones with experience. We examine two mechanisms which may support the acquisition of allophonic variants in second language acquisition. One of the mechanisms is based on the distribution of phones with respect to their phonological context (i.e. phonological distribution). The other is based on the role the phones play in contrasting words (i.e. lexical contrast). Experiment 1 established adult n…
L2 Processing of Words Containing English /æ/-/ɛ/ and /l/-/ɹ/ Contrasts, and the Uses and Limits of the Auditory Lexical Decision Task for Understanding the Locus of Difficulty
Second language (L2) learners often exhibit difficulty perceiving novel phonological contrasts and/or using them to distinguish similar-sounding words. The auditory lexical decision (LD) task has emerged as a promising method to elicit the asymmetries in lexical processing performance that help to identify the locus of learners’ difficulty. However, LD tasks have been implemented and interpreted variably in the literature, complicating their util…
The influence of orthography in second language phonological acquisition
We provide an exhaustive review of studies in the relatively new domain of research on the influence of orthography on second language (L2) phonological acquisition. While language teachers have long recognized the importance of written input—in addition to spoken input—on learners’ development, until this century there was very little systematic research investigating the relationship between orthography and L2 phonological acquisition. Here, we…
Native English speakers and Hindi consonants: From cross‐language perception patterns to pronunciation teaching
The Hindi consonant inventory, which includes the cross‐linguistically rare retroflex place of articulation and four‐way laryngeal contrasts, is known to pose difficulties for native English speakers. Hindi language textbooks address this challenge, in part, by providing various articulatory and acoustic descriptions of Hindi consonants, typically referencing their similarity to and differences from English consonants. Here, we investigate the pe…
Similarity in L2 Phonology: Evidence from L1 Spanish late-learners’ perception and lexical representation of English vowel contrasts
Adult second language (L2) learners often experience difficulty producing and perceiving nonnative phonological contrasts. Even relatively advanced learners, who have been exposed to an L2 for long periods of time, struggle with difficult contrasts, such as /ɹ/–/l/ for Japanese learners of English. To account for the relative ease or difficulty with which L2 learners perceive and acquire nonnative contrasts, theories of L2 speech perception and p…
Similarity in L2 Phonology: Evidence from L1 Spanish late-learners’ perception and lexical representation of English vowel contrasts
Adult second language (L2) learners often experience difficulty producing and perceiving nonnative phonological contrasts. Even relatively advanced learners, who have been exposed to an L2 for long periods of time, struggle with difficult contrasts, such as /ɹ/–/l/ for Japanese learners of English. To account for the relative ease or difficulty with which L2 learners perceive and acquire nonnative contrasts, theories of L2 speech perception and p…
The influence of orthography in second language phonological acquisition
We provide an exhaustive review of studies in the relatively new domain of research on the influence of orthography on second language (L2) phonological acquisition. While language teachers have long recognized the importance of written input—in addition to spoken input—on learners’ development, until this century there was very little systematic research investigating the relationship between orthography and L2 phonological acquisition. Here, we…
Native English speakers and Hindi consonants: From cross‐language perception patterns to pronunciation teaching
The Hindi consonant inventory, which includes the cross‐linguistically rare retroflex place of articulation and four‐way laryngeal contrasts, is known to pose difficulties for native English speakers. Hindi language textbooks address this challenge, in part, by providing various articulatory and acoustic descriptions of Hindi consonants, typically referencing their similarity to and differences from English consonants. Here, we investigate the pe…
Similarity in L2 Phonology: Evidence from L1 Spanish late-learners’ perception and lexical representation of English vowel contrasts
Adult second language (L2) learners often experience difficulty producing and perceiving nonnative phonological contrasts. Even relatively advanced learners, who have been exposed to an L2 for long periods of time, struggle with difficult contrasts, such as /ɹ/–/l/ for Japanese learners of English. To account for the relative ease or difficulty with which L2 learners perceive and acquire nonnative contrasts, theories of L2 speech perception and p…
L2 Processing of Words Containing English /æ/-/ɛ/ and /l/-/ɹ/ Contrasts, and the Uses and Limits of the Auditory Lexical Decision Task for Understanding the Locus of Difficulty
Second language (L2) learners often exhibit difficulty perceiving novel phonological contrasts and/or using them to distinguish similar-sounding words. The auditory lexical decision (LD) task has emerged as a promising method to elicit the asymmetries in lexical processing performance that help to identify the locus of learners’ difficulty. However, LD tasks have been implemented and interpreted variably in the literature, complicating their util…
The influence of orthography in second language phonological acquisition
We provide an exhaustive review of studies in the relatively new domain of research on the influence of orthography on second language (L2) phonological acquisition. While language teachers have long recognized the importance of written input—in addition to spoken input—on learners’ development, until this century there was very little systematic research investigating the relationship between orthography and L2 phonological acquisition. Here, we…
Native English speakers and Hindi consonants: From cross‐language perception patterns to pronunciation teaching
The Hindi consonant inventory, which includes the cross‐linguistically rare retroflex place of articulation and four‐way laryngeal contrasts, is known to pose difficulties for native English speakers. Hindi language textbooks address this challenge, in part, by providing various articulatory and acoustic descriptions of Hindi consonants, typically referencing their similarity to and differences from English consonants. Here, we investigate the pe…
The acquisition of L2 allophonic variants: The role of phonological distribution and lexical cues
Adult learners acquire second language (L2) allophones with experience. We examine two mechanisms which may support the acquisition of allophonic variants in second language acquisition. One of the mechanisms is based on the distribution of phones with respect to their phonological context (i.e. phonological distribution). The other is based on the role the phones play in contrasting words (i.e. lexical contrast). Experiment 1 established adult n…
Investigating Adult Learners' Perceptual and Phonolexical Representations of Novel Phonological Contrasts
Previous studies have shown that language learners' auditory word recognition behavior provides evidence for independent contributions of perceptual and phonolexical representations, and learners' patterns of auditory word recognition have been characterized as resulting from "fuzziness" or "imprecision" associated with these representations. More recently, it has been argued that representational "fuzziness" may in fact take various forms (e.g.,…
How Do Phonetics and Phonology Inform Each Other in L2 Learning?
This entry introduces the fields of phonetics and phonology and the ways in which concepts, methods, and data from these fields contribute to our understanding of the acquisition of sounds and sound systems by adult language learners. The chapter is focused in particular on the insights gained at the intersection of the two fields.
Linguistics (6 works) · Perception (6 works) · Phonetics and Phonology Research (6 works) · Psychology (6 works) · Computer Science (5 works) · Artificial Intelligence (4 works) · Phonology (4 works) · Cognitive psychology (3 works) · Linguistic Variation and Morphology (3 works) · Reading and Literacy Development (3 works)