The relation between category compactness and L2 VOT learning

L1 and L2 category compactness have been reported to correlate with L2 vowel pronunciation accuracy in advanced intermediate learners (Kartushina and Frauenfelder, 2014). However, it is not clear whether category compactness is an effect of L2 learning, or whether it is an individual characteristic that might predict aspects of L2 learning. Holliday (2015) suggests that more variable VOT categories early in L2 learning may facilitate acquisition of new L2 VOT patterns. We tested relationships between L1 and L2 category compactness and L2 pronunciation progress for voiceless stops, in ten L1 English-L2 Spanish learners over the course of one semester of early Spanish courses. We found that lower L2 Spanish VOT correlated with higher voiceless VOT standard deviation at the end of the semester for all but the absolute beginners (R2 = 0.6256, F(1,5) = 37.75, p = 0.004). Thus, for early learners, as production improves, L2 categories may expand. In addition, L1 English voiceless stop VOT category compactness at beginning of term correlated with L2 Spanish VOT accuracy at end of term for all learners (R2 = 0.6798, F(1,9) = 17.0, p = 0.003), suggesting that L1 category compactness may reflect individual properties that influence progress in L2 learning.