English with a Latin Beat -- Editorial page -- Title page -- LCC data -- Table of contents -- Introduction -- The scope of this collection -- Theoretical models of L2 phonological acquisition -- Overview of the papers -- Segmental-level studies -- Syllable-level studies -- Prosodic-level studies: Stress and rhythm -- Some general implications -- Acknowledgment -- References -- I. Segmental-level studies: Vowels -- Adult phonetic learning of a second language vowel system -- 1. Introduction -- 2. Method -- 2.1. Participants -- 2.2. Procedure -- 3. Results -- 3.1. Construction of the early IL vowel system -- 3.2. Evolution of the IL vowel system -- 4. Discussion -- 5. Conclusions -- Acknowledgment -- References -- Appendix A: English Corpus -- Appendix B: Portuguese Corpus -- The phonological and phonetic development of new vowel contrasts in Spanish learners of English -- 1. Introduction -- 2. The experiment -- 2.1. Subjects and materials -- 2.2. Procedure -- 2.3. Results for the /I/-/i/ phonological contrast (AC continuum) -- 2.4. Results for the phonetic treatment of the contrast: Cue weighting and reliance -- 2.5. Patterns in L2 individual phonetic perception -- 3. Discussion -- 3.1. Linguistic or auditory strategies in L2 perception -- 3.2. Different performance by four L2 subjects -- 3.3. L2 performance patterns and a possible stage-like development -- 4. Conclusions -- References -- Age and native language influence on the perception of English vowels -- 1. Introduction -- 2. Method -- 2.1. Subjects -- 2.2. Stimuli -- 2.3. Procedure -- 2.4. Analyses -- 3. Results -- 4. Discussion -- Acknowledgements -- References -- Appendix -- II. Syllable-level studies: Codas and onset clusters -- The influence of voicing and sonority relationships on the production of English final consonants -- 1. Introduction.

2. Single-consonant codas in Portuguese-English interlanguage -- 3. Method -- 4. Results -- 4.1. Markedness of the target segment -- 4.2. Influence of phonological environment -- 5. Theoretical implications -- Acknowledgements -- References -- Perception and production of vowel paragoge by Brazilian EFL students -- 1. Introduction -- 2. Method -- 2.1. Production test -- 2.2. Perception test -- 3. Results and discussion -- 4. Conclusion -- Acknowledgments -- References -- Appendix A -- Appendix B -- The sonority cycle and the acquisition of complex onsets -- 1. Introduction -- 2. Background on the syllable -- 2.1. The length of margins and markedness -- 2.2. Sonority sequencing -- 2.3. Sonority cycle -- 3. Study one -- 3.1. The reduction of margins -- 3.2. Hypotheses -- 3.3. Method -- 3.4. Results -- 3.5. Discussion -- 4. Study two -- 4.1. Background -- 4.2. Studies testing sonority sequencing -- 4.3. Hypotheses -- 4.4. Method -- 4.5. Results -- 4.6. Discussion -- 5. Conclusion -- References -- The influence of voicing on the production of initial /s/-clusters by Brazilian learners -- 1. Introduction -- 2. Method -- 3. Results -- 3.1. Influence of length of cluster -- 3.2. Influence of the sonority sequencing principle -- 3.3. Influence of environment -- 4. Conclusion -- Acknowledgements -- References -- Appendix -- Production of English initial /s/-clusters by speakers of Brazilian Portuguese and Argentine Spanish -- 1. Introduction -- 2. Review of the literature -- 3. Method -- 3.1. Participants -- 3.2. Material -- 3.3. Transcription -- 4. Results and discussion -- 4.1. Length of cluster -- 4.2. Internal structure of cluster: /s/+obstruent versus /s/+sonorant -- 4.3. Internal structure of cluster: /s/+nasal versus /s/+lateral -- 4.4. Voicing assimilation of /s/ + sonorant clusters by BP speakers -- 4.5. Phonological environment -- 5. Conclusion.

Acknowledgements -- References -- III. Prosodic-level studies: Stress and rhythm -- Variability in the use of weak forms of prepositions -- 1. Vowel reduction -- 2. Method -- 2.1. Data collection -- 2.2. Variables -- 3. Results -- 4. General discussion -- 5. Conclusion -- Acknowledgement -- References -- Perception of double stress by Spanish learners of English -- 1. Introduction -- 2. Method -- 3. Results -- 3.1. Perception of stress shift -- 3.2. Perception of stress strength -- 4. General discussion -- 5. Conclusion -- Acknowledgments -- References -- Appendix -- The production of compound stress by Brazilian learners of English -- 1. Compound and phrasal stress -- 2. Method -- 2.1. Participants -- 2.2. Production task -- 2.3. Procedures -- 2.4. Data analysis -- 3. Results -- 3.1. Stress pattern -- 3.2. Constituent length -- 3.3. Stress pattern and length of token -- 4. Discussion of results -- 4.1. Compounds -- 4.2. Phrasal-stressed tokens -- 5. Conclusions -- Acknowledgement -- References -- Appendix -- Examples of sentences used in the production test -- Author index -- Subject index -- The series Studies in Bilingualism.