La interlengua fónica español-japonés en el contexto del examen CELU: análisis de las consonantes líquidas /l/, /ɾ/ y /r/

Abstract

Learning a second language is a complex process that involves multiple cognitive, linguistic, and sociocultural factors (Ortega, 2009). Within this process, acquiring the phonology of the target language represents a particular challenge, especially when the phonological systems of the native language (L1) and the second language (L2) differ significantly (Flege, 1995). This is precisely the case for native Japanese speakers learning Spanish, particularly with regard to the acquisition of the liquid consonants /l/, /r/, and /ɾ/. The concept of interlanguage, introduced by Selinker (1972), provides a valuable theoretical framework for understanding this process. It refers to the developing linguistic system that learners construct as they progress in their L2 acquisition. This system is dynamic and constantly evolving, reflecting the hypotheses that learners formulate about the target language (Ellis, 1994). In the specific case of phonology, interlanguage manifests itself in the production of sounds that may not correspond exactly to either the L1 or the L2, but rather represent an intermediate state in the acquisition process. In this sense, according to Lleó (1997), phonic interlanguage is the result of the interaction between the phonological system of the native language and the phonological system of the target language. Lleó highlights how the phonological patterns of the native language influence speech production in the foreign language, which can lead to pronunciation errors characteristic of learners. Pacagnini (2007, 2013) has also explored this concept, emphasizing that phonic interlanguage is not static but evolves as the learner advances in their knowledge of the target language. The author analyzes how phonic interlanguage progressively approaches the phonological system of the language being learned, although there may be ongoing interference from the native language. Spanish and Japanese present significant differences in their phonological systems, especially with regard to liquid consonants. While Spanish distinguishes between the phonemes /l/, /r/, and /ɾ/, Japanese has a single phoneme /ɺ/ that shares characteristics of lateral sounds2 and rhotics3 (Akamatsu, 1997). This structural difference between the two languages poses a challenge for Japanese learners of Spanish, who must acquire new phonological categories and adjust their production and perception patterns. This research focuses on the analysis of how this phenomenon manifests in the interlanguage of Japanese learners of Spanish, using the CELU exam (Certificate of Spanish: Language and Use, of the ELSE-CIN Consortium) as a context.