摘要：
The phenomenon of Spanish stress has drawn the attention of linguists
and therefore has been studied extensively within various phonological
models: rule-based, constraint-based, and usage-based. The current
study is focused on stress assignment (non-verbal) by analogy and
is motivated by Aske [1]. The goal of this study is to provide some
evidence for or against the proposed hypothesis that "stress resides
in the lexicon and not in abstract rules" [1]. While Aske investigated
mechanisms that govern stress assignment by native Spanish speakers,
the present study was aimed to examine how Spanish learners assign
stress. In this experiment 12 words - six -en#1
and six other -Vn#2 words - created
by Aske [1] were used to observe whether Spanish learners access
their lexicon for a similar pattern or they assign stress to new
words according to generalizations. Another objective of this study
was to examine if a correlation between proficiency level and stress
assignment pattern exists. A possible effect of extralinguistic
variables is analyzed. The results show that overall Spanish learners
tend to assign stress by analogy and that proficiency level may
affect performance.
