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Part of
Recent Developments in Hispanic Linguistics: Studies in structure, variation, and bilingualism
Edited by Michael Gradoville and Sean McKinnon
[Issues in Hispanic and Lusophone Linguistics 41] 2024
► pp. xiii–xvi

List of figures

Figure 1.Messages violating, observing, and containing no politeness by politician
Figure 1.Map of provinces where Basque is spoken (adapted from Zorion, 2022)
Figure 2.Intonation contour of ¿Os quedan galletas de almendra? ‘Do you have any almond cookies left?’ Participant 5. Pitch range: 80–235 Hz
Figure 3.Example of H* L% for the question ¿Alguien tiene su número? ‘Does anyone have her number?’ Participant 5. Pitch range: 80–235 Hz
Figure 4.Example of ¡H* L% for the question ¿Fuiste a la feria del libro? ‘Did you go to the book fair?’ Participant 12. Pitch range: 50–220 Hz
Figure 5.Example of L* H% for the question ¿Tienes hielo en la nevera? ‘Do you have ice in the fridge?’ Participant 6. Pitch range: 110–325 Hz
Figure 6.Example of H*+L L% for the question ¿Te gusta el arte moderno? ‘Do you like modern art?’ Participant 13. Pitch range: 110–325 Hz
Figure 7.Predominant contours in Spanish by language dominance group
Figure 8.Example of H* L% for the question Badugu garagardo gehiago? ‘Do we have any more beers [left]?’ Participant 13. Pitch range: 110–325 Hz
Figure 9.Example of ¡H* L% for the question Badago bendarik etxean? ‘Are there any bandages in the house?’ Participant 14. Pitch range: 60–200 Hz
Figure 10.Example of L* H% for the question Ama joango da zinemara? ‘Is mom going to the cinema?’ Participant 4. Pitch range: 70–325 Hz
Figure 11.Example of H* LH% for the question Badago ur-jauzirik inguruan? ‘Are there any waterfalls around?’ Participant 10. Pitch range 100–400 Hz
Figure 12.Predominant contours in Basque by language dominance group
Figure 1.Affricate [d͡ʒ] production
Figure 2.Fricative /ʝ/ production
Figure 3.Approximant [j] production
Figure 4.Elision
Figure 5.Allophonic realization by speaker gender and corpus year
Figure 6.Allophonic realization by corpus year and speaker age
Figure 1.Example of a canonical tap in caro [ˈka.ɾo] ‘expensive’ (male, native speaker of Spain)
Figure 2.Example of a canonical trill in carro [ˈka.ro] ‘car’ (male, native speaker of Spain)
Figure 3.Phoneme to grapheme to phone mapping between Spanish and English
Figure 4.Example of vocabulary association training
Figure 5.Spectrogram of coral ‘coral’ stimulus used in vocabulary training
Figure 6.Spectrogram of corral ‘corral’ stimulus used in vocabulary training
Figure 7.Example of the two-alternative forced-choice task for caro ‘expensive’/carro ‘car’
Figure 8.Example of VAS task for ahora/ahorra ‘now/save money’
Figure 9.Manipulation for caro ‘expensive’ with /ɾ/ duration of 24 ms
Figure 10.Manipulation for caro ‘expensive’ with /ɾ/ duration of 52 ms
Figure 11.Manipulation for caro ‘expensive’ with /ɾ/ duration of 85 ms
Figure 12.Grouped plot of tap-trill selection according to CD and participant group
Figure 13.Proposed schematic of categorization overlap with NSs (adapted from Melero-García & Cisneros, 2020) and HSs (present study)
Figure 1.Rates of address form by all countries of origin
Figure 2.Random forest of all independent variables
Figure 3.Percent tú, vos, and usted in each context (Argentines)
Figure 4.Percent tú, vos, and usted in each context (Central Americans)
Figure 5.Conditional inference tree and the effects of the independent variables Context, Origin, Age, Sex, Time in the U.S. and Profession
Figure 6.Conditional inference tree and the effects of the independent variables Context, Origin, Time in the U.S. for pronoun+verb
Figure 7.Reported forms of address by origin and time in the U.S
Figure 1.Screenshot of the reflection assignment instructions
Figure 1.Sample item from the CPT
Figure 2.Native speaker categorical contexts compared to learners
Figure 3.NS variable contexts compared to learners
Figure 1.Overhead view of the VE
Figure 2.Screenshot of the consciousness-raising questions and the three possible requests
Figure 3.Example of the DCT pretest-post-test fill-in-the-blank item
Figure 4.Example of the DCT pretest-post-test multiple choice item
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