It has been demonstrated repeatedly that durational characteristics of consonantal (C) and vocalic (V) intervals are robust acoustic correlates of rhythm class (stress-timed, syllable-timed, mora-timed). Here, we investigate how such rhythm measurements change during the acquisition of a second language. In a longitudinal study, 9 native speakers of Spanish were recorded reading a text in English before and after a year of English language
training at university level. A control group of 9 native English speakers read the same text. Standard rhythm metrics (%V, deltaC, deltaV, PVI) were calculated for all recordings. Results reveal no significant statistical difference in measurable rhythm pre and post training. The findings are discussed in connection with theoretical
issues of rhythm metrics and practical issues of L2 English by Spanish speakers.