This study examines the role of language proficiency and other individual factors (attitudes, input) in the acquisition of language-specific [ð] and dialect-specific [∅] allophones of Spanish intervocalic /d/ in the /ado/ context by L2 and heritage Spanish speakers during a short-term study abroad in Sevilla, Spain. Twenty L2-intermediate, 10 L2-advanced, and 10 Heritage-advanced Spanish speakers completed a reading task at the beginning and the end of the program. Based on an acoustic analysis, a mixed-effects linear regression model found that only L2-advanced and Heritage-advanced groups demonstrated more approximant-like [ð] over time. However, proficiency level interacted with attitudes and input. There were a few [∅] realizations, mostly produced by an L2-advanced speaker who also demonstrated metalinguistic awareness of the dialect-specific allophone. The findings imply that advanced (L2 and heritage) speakers with favorable attitudes toward the local variety are most likely to demonstrate gradient language-specific allophonic changes during a short-term SA program.

本研究考察了语言熟练程度和其他个体因素（态度、输入）在 L2 和在西班牙塞维利亚进行短期留学期间继承了讲西班牙语的人。20 名 L2 中级、10 名 L2 高级和 10 名传统高级西班牙语使用者在课程开始和结束时完成了阅读任务。基于声学分析，混合效应线性回归模型发现，随着时间的推移，只有 L2-advanced 和 Heritage-advanced 组表现出更近似的 [ð]。然而，熟练程度与态度和输入相互作用。有一些[∅]的实现，主要由 L2 高级说话者制作，他还表现出对特定方言的异位音位的元语言意识。研究结果表明，对当地多样性持有利态度的高级（L2 和传统）说话者最有可能在短期 SA 计划中表现出梯度语言特定的同位异音变化。