双模态感知发展中二语学习者的西班牙元音分类

Aims and Objectives: This study examines L2 categorization of the Spanish vowel inventory by English-speaking learners of Spanish. It focuses on how input modality and proficiency shape the perceptual weighting of acoustic and visual-articulatory cues. Method: Participants completed a multiple-alternative forced-choice vowel identification task in four conditions: audiovisual, audio-only, visual-only, and mismatch audiovisual. The unimodal conditions tested access to acoustic and visual-articulatory information separately, whereas the audiovisual conditions tested vowel categorization under cu