question of syllable structure: contextual acquisition of English /p/ and /k/ in a laboratory setting

Using a laboratory approach, this study investigates the acquisition of the stops /p k/ by Brazilian Portuguese (BP) learners of English in three contexts: in word-medial position before (1) /t/ or (2) /n/ and (3) in word-final position. Because BP allows only /S r l N/ in these positions, learners tend to resort to a process of i-epenthesis (e.g., cha[pi]ter, te[ki]nique, magi[ki]). While /p k/ clearly syllabify as onsets after i-epenthesis, there is no consensus on their syllabic ailiation in the target contexts. Three views can be distinguished. According to orthodox phonology, /p k/ syllabify as codas in all three locations. From the Government Phonology view, however, /p k/ are codas only word-medially before /t/; in the other two contexts, they syllabify as onsets of empty nuclei. Finally, Strict CV proposes that /p k/ in all three cases are onsets of empty nuclei. In previous research, we established that /p k/ are acquired diferentially in medial position before /t/ and in final position, the latter being the more challenging context. This finding provides tentative support for the Government Phonology claim that /p k/ instantiate a diferent syllabification in these two contexts and hence constitute a distinct learning challenge. To explore the matter further, we include here the context of /p k/ in word-medial position before /n/. A set of non-word-learning tasks and pre/post production tests determine that this context patterns with word-final consonants, as the Government Phonology view predicts. Statistical results support the prediction.