This study investigates how native language influences vowel production in a Spanish learner, specifically comparing a Telugu native speaker's vowel space with that of native Spanish speakers. Vowel spaces, influenced by the phonetic systems of native languages, reflect both articulatory and perceptual patterns. In second language (L2) acquisition, learners often exhibit variations in vowel production and perception due to transfer effects from their native language. The participant in this study, a 38-year-old Telugu native female speaker, was asked to pronounce words containing the vowels /a/, /i/, and /u/ in Spanish and Telugu. Native Spanish words borrowed from google Spanish translator. These utterances were recorded and analysed using PRAAT software for formant analysis, which measures acoustic properties related to vowel quality. The vowel space of the Telugu native speaker learning Spanish differed from that of native Spanish speakers. This suggests that the learner's production of Spanish vowels is influenced by her native Telugu phonetic system. Specifically, noted was an increase in the second formant frequencies of the non-native Spanish speaker compared to native Spanish norms. This difference indicates that the learner's production is adjusting towards Spanish norms but retains some characteristics of Telugu vowel production. The study underscores the complex interplay between native language influence and second language acquisition. While there is evidence of convergence towards Spanish vowel norms, traces of the native Telugu vowel system remain evident in the learner's pronunciation. Understanding these native language influences can enhance teaching methodologies in second language acquisition contexts. Teachers can tailor their instruction to address specific challenges learners may face due to transfer effects from their native language phonetic systems. By examining vowel space dynamics in a single Spanish learner, the study contributes to the broader understanding of phonetic variability in second language acquisition. This knowledge can inform strategies for improving pronunciation teaching and curriculum design that are sensitive to individual learners' linguistic backgrounds. In conclusion, this research highlights the importance of considering native language influences when teaching and learning a second language, particularly in phonetic aspects such as vowel production. It provides insights that can aid in the development of more effective language teaching methodologies tailored to the needs of diverse learners.
Keywords: Vowel Space, Perception, PRAAT software, Phonetics, Second & native languages