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Although the literature has recently recognised the significance of suprasegmental features in L2 English perception and production, nuclear accent (NA) placement remains partly terra incognita (Landblom &amp; Ionin, 2022; Nagle &amp; Baese-Berk, 2022). Thus, this study examined the extent to which Spanish L1 learners of English can perceive and produce English NA placement. A total of 53 participants completed NA placement perception (listening and identification) and production tasks based on utterances in unmarked and marked contexts. Also, the role of L2 aptitude, musical ability, and L2 proficiency was analysed using three standardised tests: the Modern Language Aptitude Test (MLAT), the Musical Ear Test (MET), and the Cambridge Placement Test. The results indicate that L2 aptitude was a weak predictor, whereas musical ability, specifically rhythm sensitivity, strongly predicted NA placement perception accuracy across the different sentence types. This effect was positively moderated by English proficiency. The study deepens our understanding of the perception-production link and supports the inclusion of prosodic training in L2 English acquisition.

ltrq.2026.55.04.pdf

Original Research 

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On English Language Learners’ Prosody: The Possible Impact of L2 Aptitude, Musical Ability, and Proficiency on Nuclear Accent Placement in Spanish L1 Contexts

Prosody is considered one of the most challenging aspects of second language (L2) speech acquisition. This study explores the role of working memory (WM) in the perception and production of English nuclear accent (NA) by L1 Spanish learners. It focuses on both default and non-default patterns of NA placement in English. Twenty-four participants from an English teacher education programme in Concepci&oacute;n, Chile&mdash;who had completed an English intonation course&mdash;took part in perception and production tests, a proficiency test, and a reading span task to assess WM. Results revealed that participants perceived default NA patterns more accurately, while their production was stronger for non-default patterns. An asymmetry between perception and production emerged, as no direct correlation between these skills was found. Proficiency showed weak positive correlations with most variables. In contrast, WM revealed weak negative correlations across several measures, suggesting that higher WM capacity may not enhance NA perception or production. These subtle trends challenge assumptions about the facilitating role of WM in L2 prosody and indicate the need for further research.

ltrq.2025.49.03.pdf

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Unpacking the Possible Effects of Working Memory and English Proficiency on Nuclear Accent Perception and Production in Chilean Learners of English

Foreign language anxiety&nbsp;(FLA) is a distinct form of anxiety that&nbsp;plays a&nbsp;significant&nbsp;role in the process of acquiring a&nbsp;foreign language. This study aimed to assess the anxiety levels of Chilean undergraduate learners and investigate the potential correlations between foreign language anxiety and oral performance in two distinct learning settings: traditional in-person instruction and online learning. Employing a mixed methods research design, the study incorporated an adapted version of the Foreign Language Classroom Anxiety Scale (FLCAS) survey, an oral task, and&nbsp;semi-structured interviews. By triangulating the quantitative and qualitative findings, it was&nbsp;found that there were moderate discrepancies in anxiety levels, with in-person students exhibiting higher levels of anxiety. Furthermore, negative&nbsp;correlations were observed between oral performance and foreign language anxiety, primarily in the context of foreign language learning situations and processes. The outcomes of this study augment the existing body of research on foreign language anxiety in diverse learning environments and hold potential to enrich future pedagogical practices.

ltrq.2023.35.03.pdf

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Foreign Language Anxiety in Online and In-person Learning Environments: A Case from Chile