Abstract

This study examines the interrelationships among the language learning context, cross-language perceptual mapping, and individual differences in the acquisition of perceptual categorization in a study abroad program over one academic year. Thirty Mandarin speakers learning Spanish completed an identification task that employed Spanish /p-b, t-d, k-ɡ/ contrasts on three continua differing in voice onset time upon arrival and at the end of their program. Individual differences measures included auditory acuity of duration and Spanish language use during the study abroad period. Their perceptual performance on the Spanish voicing contrast was compared to that of a Mandarin–English control group and a Spanish Native Group. At the group level, the learners’ perceptual performance showed little change after studying abroad and fell between that of Chinese–English controls and the Spanish natives. However, at the individual level, greater auditory acuity of duration and more Spanish use predicted improved perceptual performance from the beginning to the end of the program. The findings suggest that while the formation of second language perceptual categories can be challenging, individual differences can modulate development over time.