Context of learning and second language development of Spanish vowels

Abstract The present study explored development in Spanish vowel production during a short-term study abroad program. The production patterns of a group of learners studying abroad in a 4-week program in the Dominican Republic were compared in terms of overall vowel quality, tendency to diphthongize /e/ and /o/, and vowel duration to those of a similar group of learners studying in the at-home context. Results revealed no significant changes or differences between groups in vowel quality or diphthongization, but a significant improvement (i.e., reduction) in vowel duration for /a/, /o/, and /u/ for the at-home group only. Findings are discussed in relation to previous research, and areas for future research are outlined.