Socio-phonetic perception of practicing teachers regarding the production of the voiceless alveolar fricative in attack position /s/ and the voiced dental stop in attack position /d̪/

Abstract

This research addresses linguistic attitudes in education and the objective is to determine the evaluative judgments that teachers have regarding the consonant segments: voiceless alveolar fricative in onset position /s/ and the voiced dental stop in onset position /d̪ /, produced by two groups of second-year students, both from different administrative dependency.

It is hypothesized that the approximation of the /d̪ / segment is related to a positive evaluation (prestige), while its deletion is associated with a negative evaluation (stigma). Regarding the /s/ segment, the positive evaluation is attributed to alveolar pronunciation, while the negative evaluation is associated with aspiration.

To verify this hypothesis, production data was collected through semi-structured conversations and dictating words out loud, following the guidelines established by Figueroa (2012). In the case of perception data, a Likert test was used with the parameters proposed in the Salamanca (2009) model.