Meghann Peace - Academia.edu (original) (raw)

Papers by Meghann Peace

Spanish as a heritage language, Nov 13, 2023

Study abroad research in second language acquisition and international education, Oct 4, 2023

Routledge eBooks, Apr 19, 2021

LIA, Jun 4, 2020

Spanish clitic pronouns present multiple morphosyntactic and semantic challenges to second langua... more Spanish clitic pronouns present multiple morphosyntactic and semantic challenges to second language learners. One particular issue is that of case marking, which can be further complicated by variable native input. As a result, a number of factors have been proposed to explain L2 clitics, such as acquisition sequences, classroom input, dialect-specific input, and animacy cues (e.g. Andersen, 1984; Geeslin, García-Amaya, Hasler-Barker, Henriksen, & Killam, 2010; Malovrh, 2008; Malovrh & Lee, 2013; VanPatten, 1990; Zyzik, 2004). This paper uses the Dynamic Systems Theory to describe and explain L2 Spanish clitic development. The multiple social and linguistic variables that interact in clitic production suggest that clitics constitute a dynamic system. The data presented here come from a cross-sectional analysis of four groups of university-level L1 English learners of L2 Spanish, as well as a group of native Spanish speakers, who produced semi-spontaneous narration as well as post-production stimulated recall and interview. The results show a progression that is not always linear in terms of certain levels, learners, and measures. The quantitative and qualitative results reveal various interrelated social, linguistic, and cognitive factors which all play a role in the dynamic system of clitic case development.

University of Minnesota Ph.D. dissertation. May 2014. Major: Hispanic Linguistics. Advisors: Fran... more University of Minnesota Ph.D. dissertation. May 2014. Major: Hispanic Linguistics. Advisors: Francisco Ocampo, Elaine Tarone. 1 computer file (PDF); xi, 248 pages.

The autosegmental-metrical approach (Pierrehumbert 1980) paved the way for the investigation of i... more The autosegmental-metrical approach (Pierrehumbert 1980) paved the way for the investigation of intonation as a linguistic characteristic of non-tonal languages such as Spanish (e.g. Face 2002, Hualde 2003). However, most studies deal with native Spanish and have not yet extended the approach to nonnative Spanish, particularly in non-study abroad contexts. This paper uses the AM approach to analyze the phonetic characteristics of key intonational events in nonnative Spanish. The participants were five native English speakers involved in romantic relationships with native Spanish speakers. The results indicate that, to a certain degree, normative acquisition of Spanish intonation does occur. The speakers' successful acquisition can be attributed to their identification of their partners' dialect as the specific intonation target and their motivation to use Spanish as the primary' language of communication in the relationship. The results lend support to the importance of apperceived input in the process of second language acquisition (Gass 1988). Keywords: intonation, autosegmental-metrical approach, Spanish, broad focus declaratives, second language acquisition 1. INTRODUCTION. Within the field of second language acquisition, little work has been done on the acquisition of Spanish intonation by adult native speakers of English. Nibert (2005) offers as evidence the lack of transparency in the structure and meaning of intonation, and Ladd (2008) notes that the paralinguistic and emotion-based characteristics often associated with intonation cause many to see it as a nonlinguistic feature in nontonal languages. However, the autosegmental-metrical (AM) approach, developed by Pierrehumbert (1980), has paved the way for a number of studies that deal with Spanish intonation as a linguistic characteristic of the language (e.g. Face 2002, Hualde 2003, Nibert 2000, Prieto 2004, Sosa 1999). Although these studies deal with Spanish as a native language, the AM framework used in them can be extended to analyze nonnative Spanish as well. This study examines the phonetic characteristics of certain intonational events in the speech of nonnative adult learners of Spanish who are involved in romantic relationships with native Spanish speakers. Spanish broad focus declaratives produced by these nonnative speakers were compared to the same sentences as produced by the participants' native speaking partners. Additionally, the nonnative Spanish sentences were compared to English broad focus declaratives as produced by the same normative participants. The intent of this study is to determine if acquisition of Spanish broad focus declarative intonation by native English speakers in a particular social context is possible, and, if it is possible, which factors contribute to it. 2. LITERATURE REVIEW. 2.1. ACQUISITION OF INTONATION. According to Nibert (2005), the acquisition of intonation by adult language learners is one of the least studied areas of second language acquisition research. This is unfortunate, as intonation is one of the most challenging linguistic features for adults to acquire and one of the features most essential to the production and comprehension of the appropriate message. In terms of first language acquisition, intonation is one of the earliest features to be acquired by children. As a result, it quickly becomes automatic in speech, and native speakers find it nearly impossible to consciously describe its properties (Ramirez Verdugo 2006). If adults find it so challenging to define the characteristics of their own native intonation, it is to be expected that it would be that much more difficult for them to consciously learn the intonation of a nonnative language. Compounding the issue is that, at least in the United States, second language education is carried out principally by means of Communicative Language Teaching. While this method has much to recommend it, it does not overtly teach intonation; therefore, adults receive little to no explicit instruction in that area (Nibert 2005). …

Heritage Speakers of Spanish and Study Abroad, 2021

The autosegmental-metrical approach (Pierrehumbert 1980) paved the way for the investigation of i... more The autosegmental-metrical approach (Pierrehumbert 1980) paved the way for the investigation of intonation as a linguistic characteristic of non-tonal languages such as Spanish (e.g. Face 2002, Hualde 2003). However, most studies deal with native Spanish and have not yet extended the approach to nonnative Spanish, particularly in non-study abroad contexts. This paper uses the AM approach to analyze the phonetic characteristics of key intonational events in nonnative Spanish. The participants were five native English speakers involved in romantic relationships with native Spanish speakers. The results indicate that, to a certain degree, normative acquisition of Spanish intonation does occur. The speakers' successful acquisition can be attributed to their identification of their partners' dialect as the specific intonation target and their motivation to use Spanish as the primary' language of communication in the relationship. The results lend support to the importance of ...

University of Minnesota Ph.D. dissertation. May 2014. Major: Hispanic Linguistics. Advisors: Fran... more University of Minnesota Ph.D. dissertation. May 2014. Major: Hispanic Linguistics. Advisors: Francisco Ocampo, Elaine Tarone. 1 computer file (PDF); xi, 248 pages.

Language, Interaction and Acquisition, 2020

Spanish clitic pronouns present multiple morphosyntactic and semantic challenges to second langua... more Spanish clitic pronouns present multiple morphosyntactic and semantic challenges to second language learners. One particular issue is that of case marking, which can be further complicated by variable native input. As a result, a number of factors have been proposed to explain L2 clitics, such as acquisition sequences, classroom input, dialect-specific input, and animacy cues (e.g. Andersen, 1984; Geeslin, García-Amaya, Hasler-Barker, Henriksen, & Killam, 2010; Malovrh, 2008; Malovrh & Lee, 2013; VanPatten, 1990; Zyzik, 2004). This paper uses the Dynamic Systems Theory to describe and explain L2 Spanish clitic development. The multiple social and linguistic variables that interact in clitic production suggest that clitics constitute a dynamic system. The data presented here come from a cross-sectional analysis of four groups of university-level L1 English learners of L2 Spanish, as well as a group of native Spanish speakers, who produced semi-spontaneous narration as well as post-pr...

International Review of Applied Linguistics in Language Teaching, 2019

Peer interaction and corrective feedback are beneficial in promoting second language development ... more Peer interaction and corrective feedback are beneficial in promoting second language development (e. g. Lyster et al. 2013; Philp et al. 2014; Sato 2017; Sato and Lyster 2012). A prerequisite of providing feedback is that learners first be able to notice elements of their peers’ language. This study seeks to analyze the latter, examining what L2 Spanish learners report hearing in peer-produced language. Data came from notes taken during the task and a subsequent stimulated recall. Content was reported more than form, the verb phrase was noticed more than any other linguistic feature, and a portion of the learners’ comments consisted of mostly-accurate unsolicited feedback. The results may have been constrained by task specifics, assumed relative proficiency, and classroom experience. The formal study of a third language may have facilitated the learners’ ability to notice, even in the absence of attention-directing strategies. These results correspond with previous work in feedback ...

Southwest Journal of Linguistics, Jun 1, 2012

ABSTRACT. This study examines the position of the clitic pronoun in the Spanish spoken in western... more ABSTRACT. This study examines the position of the clitic pronoun in the Spanish spoken in western Massachusetts, a seldom-studied region with a notable Hispanic population. The analysis is based on recorded conversations conducted with 20 Spanish-English bilinguals. The data were analyzed using Goldvarb 2001 (Robinson et al 2001) in order to evaluate the influence of linguistic contact with respect to the preferred position. According to the analysis, the proclitic position is preferred by the speakers, who follow already-reported monolingual tendencies (Myhill 1989). However, it is possible that English exerts influence on the clitic in more indirect manners. RESUMEN. El presente estudio examina la posicion de los pronombres cliticos en el espanol hablado en el oeste de Massachusetts, una region poco estudiada y con una poblacion hispana notable. El analisis se basa en conversaciones grabadas de veinte bilingues. Los datos fueron analizados usando el programa Goldvarb 2001 (Robinson et al 2001) para evaluar la influencia del contacto linguistico en cuanto a la posicion preferida. Segun el analisis, la posicion proclitica es la preferida por los hablantes, ya que siguen las tendencias monolingues anteriormente reportadas (Myhill 1989). Es posible, sin embargo, que el ingles ejerza influencia sobre el clitico de maneras mas indirectas.* 1. INTRODUCCION. Este estudio examina la posicion de los cliticos en frases verbales que permiten que el clitico se coloque antes del verbo conjugado o despues del verbo no conjugado. El analisis se basa en conversaciones con veinte hablantes del oeste de Massachusetts, una region bilingue poco estudiada. Se intenta determinar la influencia del contacto linguistico en cuanto a la posicion preferida por cada hablante. 2. MARCO TEORICO 2.1. EL FENOMENO LINGUISTICO. Hay pocas estructuras en el espanol moderno en las cuales el hablante tiene una opcion con respecto a la posicion del clitico. La posicion proclitica obligatoria se emplea con los verbos simples conjugados, como en (1), y los mandatos negativos, en (2). (1) Tu lo lees. (2) No lo leas. El pronombre aparece en posicion enclitica obligatoria con los mandatos positivos, en (3), los infinitivos solitarios, en (4), y los gerundios solitanos, en (5). (3) Leelo. (4) Es necesario leerlo. (5) Entraron en la clase, leyendolo. Segun la Real Academia Espanola (2009), las unicas estructuras en las cuales hay una opcion son las perifrasis verbales, ya sea con infinitivos (6) o gerundios (7) (1). (6) a. No quieres leerlo. b. No lo quieres leer. (7) a. Estas leyendolo. b. Lo estas leyendo (2). Ya que (6) y (7) presentan los unicos contextos en que se puede escoger la posicion del clitico, esta estructura ofrece tierra fertil para estudiar las variables que inciden en la variacion. 2.2. LAS TENDENCIAS MONOLINGUES. En el espanol monolingue, inciden en la posicion del clitico tanto el contexto linguistico de la frase verbal como los rasgos sociales de los hablantes. 2.2.1. EL CONTEXTO LINGUISTICO. En cuanto al tipo del discurso, Kany (1945) observa que la escritura favorece la posicion enclitica, mientras que el habla favorece la proclitica. Torres Cacoullos (1999) nota tambien que la subida del clitico ocurre mas en la conversacion. En lo que se refiere a la lengua escrita, la subida es mas frecuente en el genero novela, pero menos utilizada en la escritura academica. Segun Silva-Corvalan (1994), el espanol hablado tiende a ser mas innovador, mientras que el escrito mantiene rasgos conservadores; confirmando esto, Davies (1995) observa que la posicion proclitica es mas popular e innovadora que la enclitica. En las investigaciones hechas con datos orales, hay una preferencia clara por la anteposicion del clitico (Gudmestad 2006). Hay menos acuerdo con respecto al efecto del verbo no conjugado. …

Foreign Language Annals, 2015

Other-orientation (Linell, 2009) is an essential element of language in that all speakers dialogu... more Other-orientation (Linell, 2009) is an essential element of language in that all speakers dialogue with an “other” when communicating. They take into consideration the other's assumed perspective, knowledge, and needs, and manipulate their language in response to these assumptions. This study investigated the extent to which other-orientation was present in second language (L2) Spanish learners and, if so, how it affected L2 learners' production of direct object nominal, pronominal, and null expressions. The results indicated that L2 Spanish learners were sensitive to their interlocutors' perspective. However, the actual effect that other-orientation had on direct object expressions was constrained by the limits of the learners' interlanguage in that only higher-level learners were capable of manipulating direct object expressions in accordance with the assumed accessibility of the referents. The results support Bardovi-Harlig's (1999) argument that grammatical competence is a necessary condition of pragmatic competence.

Revista signos, 2019

The teaching of Spanish as a heritage language should attempt to integrate students' background a... more The teaching of Spanish as a heritage language should attempt to integrate students' background and community into the classroom. Previous studies have found that research in their own community allows learners to embrace their heritage language with pride (Correa, 2011), understand the role that it plays in society (Martínez, 2003; Leeman, 2005), and build stronger community bonds (Leeman, Rabin & Román-Mendoza, 2011). This study examines two contexts of university-level Spanish heritage language education. One is San Antonio, Texas, United States, a city with a vibrant Mexican community. The other context is Calgary, Alberta, Canada, a city in which Latin Americans constitute a clear minority. The courses in both contexts were linguistics classes that focused on Spanish as a heritage language. In these courses, the students used journal entries and questionnaires to consider questions about heritage Spanish, language use, attitudes, and the future of the communities' varieties. Their final projects consisted of community-based research, in which they interviewed and collected linguistic data from local Spanish-speakers. Their comments and projects reveal their developing understanding of issues of language use, their recognition of sociolinguistic and attitudinal realities, and a stronger commitment to maintaining Spanish in both the private and the public spheres. These results suggest that, even in communities with minimal Hispanic representation and in courses without an official focus on community engagement, students can still develop a critical understanding of the local variety and the social, cultural, and political factors that contribute to the ways in which it is used.

Spanish as a heritage language, Nov 13, 2023

Study abroad research in second language acquisition and international education, Oct 4, 2023

Routledge eBooks, Apr 19, 2021

LIA, Jun 4, 2020

Spanish clitic pronouns present multiple morphosyntactic and semantic challenges to second langua... more Spanish clitic pronouns present multiple morphosyntactic and semantic challenges to second language learners. One particular issue is that of case marking, which can be further complicated by variable native input. As a result, a number of factors have been proposed to explain L2 clitics, such as acquisition sequences, classroom input, dialect-specific input, and animacy cues (e.g. Andersen, 1984; Geeslin, García-Amaya, Hasler-Barker, Henriksen, & Killam, 2010; Malovrh, 2008; Malovrh & Lee, 2013; VanPatten, 1990; Zyzik, 2004). This paper uses the Dynamic Systems Theory to describe and explain L2 Spanish clitic development. The multiple social and linguistic variables that interact in clitic production suggest that clitics constitute a dynamic system. The data presented here come from a cross-sectional analysis of four groups of university-level L1 English learners of L2 Spanish, as well as a group of native Spanish speakers, who produced semi-spontaneous narration as well as post-production stimulated recall and interview. The results show a progression that is not always linear in terms of certain levels, learners, and measures. The quantitative and qualitative results reveal various interrelated social, linguistic, and cognitive factors which all play a role in the dynamic system of clitic case development.

University of Minnesota Ph.D. dissertation. May 2014. Major: Hispanic Linguistics. Advisors: Fran... more University of Minnesota Ph.D. dissertation. May 2014. Major: Hispanic Linguistics. Advisors: Francisco Ocampo, Elaine Tarone. 1 computer file (PDF); xi, 248 pages.

The autosegmental-metrical approach (Pierrehumbert 1980) paved the way for the investigation of i... more The autosegmental-metrical approach (Pierrehumbert 1980) paved the way for the investigation of intonation as a linguistic characteristic of non-tonal languages such as Spanish (e.g. Face 2002, Hualde 2003). However, most studies deal with native Spanish and have not yet extended the approach to nonnative Spanish, particularly in non-study abroad contexts. This paper uses the AM approach to analyze the phonetic characteristics of key intonational events in nonnative Spanish. The participants were five native English speakers involved in romantic relationships with native Spanish speakers. The results indicate that, to a certain degree, normative acquisition of Spanish intonation does occur. The speakers' successful acquisition can be attributed to their identification of their partners' dialect as the specific intonation target and their motivation to use Spanish as the primary' language of communication in the relationship. The results lend support to the importance of apperceived input in the process of second language acquisition (Gass 1988). Keywords: intonation, autosegmental-metrical approach, Spanish, broad focus declaratives, second language acquisition 1. INTRODUCTION. Within the field of second language acquisition, little work has been done on the acquisition of Spanish intonation by adult native speakers of English. Nibert (2005) offers as evidence the lack of transparency in the structure and meaning of intonation, and Ladd (2008) notes that the paralinguistic and emotion-based characteristics often associated with intonation cause many to see it as a nonlinguistic feature in nontonal languages. However, the autosegmental-metrical (AM) approach, developed by Pierrehumbert (1980), has paved the way for a number of studies that deal with Spanish intonation as a linguistic characteristic of the language (e.g. Face 2002, Hualde 2003, Nibert 2000, Prieto 2004, Sosa 1999). Although these studies deal with Spanish as a native language, the AM framework used in them can be extended to analyze nonnative Spanish as well. This study examines the phonetic characteristics of certain intonational events in the speech of nonnative adult learners of Spanish who are involved in romantic relationships with native Spanish speakers. Spanish broad focus declaratives produced by these nonnative speakers were compared to the same sentences as produced by the participants' native speaking partners. Additionally, the nonnative Spanish sentences were compared to English broad focus declaratives as produced by the same normative participants. The intent of this study is to determine if acquisition of Spanish broad focus declarative intonation by native English speakers in a particular social context is possible, and, if it is possible, which factors contribute to it. 2. LITERATURE REVIEW. 2.1. ACQUISITION OF INTONATION. According to Nibert (2005), the acquisition of intonation by adult language learners is one of the least studied areas of second language acquisition research. This is unfortunate, as intonation is one of the most challenging linguistic features for adults to acquire and one of the features most essential to the production and comprehension of the appropriate message. In terms of first language acquisition, intonation is one of the earliest features to be acquired by children. As a result, it quickly becomes automatic in speech, and native speakers find it nearly impossible to consciously describe its properties (Ramirez Verdugo 2006). If adults find it so challenging to define the characteristics of their own native intonation, it is to be expected that it would be that much more difficult for them to consciously learn the intonation of a nonnative language. Compounding the issue is that, at least in the United States, second language education is carried out principally by means of Communicative Language Teaching. While this method has much to recommend it, it does not overtly teach intonation; therefore, adults receive little to no explicit instruction in that area (Nibert 2005). …

Heritage Speakers of Spanish and Study Abroad, 2021

The autosegmental-metrical approach (Pierrehumbert 1980) paved the way for the investigation of i... more The autosegmental-metrical approach (Pierrehumbert 1980) paved the way for the investigation of intonation as a linguistic characteristic of non-tonal languages such as Spanish (e.g. Face 2002, Hualde 2003). However, most studies deal with native Spanish and have not yet extended the approach to nonnative Spanish, particularly in non-study abroad contexts. This paper uses the AM approach to analyze the phonetic characteristics of key intonational events in nonnative Spanish. The participants were five native English speakers involved in romantic relationships with native Spanish speakers. The results indicate that, to a certain degree, normative acquisition of Spanish intonation does occur. The speakers' successful acquisition can be attributed to their identification of their partners' dialect as the specific intonation target and their motivation to use Spanish as the primary' language of communication in the relationship. The results lend support to the importance of ...

University of Minnesota Ph.D. dissertation. May 2014. Major: Hispanic Linguistics. Advisors: Fran... more University of Minnesota Ph.D. dissertation. May 2014. Major: Hispanic Linguistics. Advisors: Francisco Ocampo, Elaine Tarone. 1 computer file (PDF); xi, 248 pages.

Language, Interaction and Acquisition, 2020

Spanish clitic pronouns present multiple morphosyntactic and semantic challenges to second langua... more Spanish clitic pronouns present multiple morphosyntactic and semantic challenges to second language learners. One particular issue is that of case marking, which can be further complicated by variable native input. As a result, a number of factors have been proposed to explain L2 clitics, such as acquisition sequences, classroom input, dialect-specific input, and animacy cues (e.g. Andersen, 1984; Geeslin, García-Amaya, Hasler-Barker, Henriksen, & Killam, 2010; Malovrh, 2008; Malovrh & Lee, 2013; VanPatten, 1990; Zyzik, 2004). This paper uses the Dynamic Systems Theory to describe and explain L2 Spanish clitic development. The multiple social and linguistic variables that interact in clitic production suggest that clitics constitute a dynamic system. The data presented here come from a cross-sectional analysis of four groups of university-level L1 English learners of L2 Spanish, as well as a group of native Spanish speakers, who produced semi-spontaneous narration as well as post-pr...

International Review of Applied Linguistics in Language Teaching, 2019

Peer interaction and corrective feedback are beneficial in promoting second language development ... more Peer interaction and corrective feedback are beneficial in promoting second language development (e. g. Lyster et al. 2013; Philp et al. 2014; Sato 2017; Sato and Lyster 2012). A prerequisite of providing feedback is that learners first be able to notice elements of their peers’ language. This study seeks to analyze the latter, examining what L2 Spanish learners report hearing in peer-produced language. Data came from notes taken during the task and a subsequent stimulated recall. Content was reported more than form, the verb phrase was noticed more than any other linguistic feature, and a portion of the learners’ comments consisted of mostly-accurate unsolicited feedback. The results may have been constrained by task specifics, assumed relative proficiency, and classroom experience. The formal study of a third language may have facilitated the learners’ ability to notice, even in the absence of attention-directing strategies. These results correspond with previous work in feedback ...

Southwest Journal of Linguistics, Jun 1, 2012

ABSTRACT. This study examines the position of the clitic pronoun in the Spanish spoken in western... more ABSTRACT. This study examines the position of the clitic pronoun in the Spanish spoken in western Massachusetts, a seldom-studied region with a notable Hispanic population. The analysis is based on recorded conversations conducted with 20 Spanish-English bilinguals. The data were analyzed using Goldvarb 2001 (Robinson et al 2001) in order to evaluate the influence of linguistic contact with respect to the preferred position. According to the analysis, the proclitic position is preferred by the speakers, who follow already-reported monolingual tendencies (Myhill 1989). However, it is possible that English exerts influence on the clitic in more indirect manners. RESUMEN. El presente estudio examina la posicion de los pronombres cliticos en el espanol hablado en el oeste de Massachusetts, una region poco estudiada y con una poblacion hispana notable. El analisis se basa en conversaciones grabadas de veinte bilingues. Los datos fueron analizados usando el programa Goldvarb 2001 (Robinson et al 2001) para evaluar la influencia del contacto linguistico en cuanto a la posicion preferida. Segun el analisis, la posicion proclitica es la preferida por los hablantes, ya que siguen las tendencias monolingues anteriormente reportadas (Myhill 1989). Es posible, sin embargo, que el ingles ejerza influencia sobre el clitico de maneras mas indirectas.* 1. INTRODUCCION. Este estudio examina la posicion de los cliticos en frases verbales que permiten que el clitico se coloque antes del verbo conjugado o despues del verbo no conjugado. El analisis se basa en conversaciones con veinte hablantes del oeste de Massachusetts, una region bilingue poco estudiada. Se intenta determinar la influencia del contacto linguistico en cuanto a la posicion preferida por cada hablante. 2. MARCO TEORICO 2.1. EL FENOMENO LINGUISTICO. Hay pocas estructuras en el espanol moderno en las cuales el hablante tiene una opcion con respecto a la posicion del clitico. La posicion proclitica obligatoria se emplea con los verbos simples conjugados, como en (1), y los mandatos negativos, en (2). (1) Tu lo lees. (2) No lo leas. El pronombre aparece en posicion enclitica obligatoria con los mandatos positivos, en (3), los infinitivos solitarios, en (4), y los gerundios solitanos, en (5). (3) Leelo. (4) Es necesario leerlo. (5) Entraron en la clase, leyendolo. Segun la Real Academia Espanola (2009), las unicas estructuras en las cuales hay una opcion son las perifrasis verbales, ya sea con infinitivos (6) o gerundios (7) (1). (6) a. No quieres leerlo. b. No lo quieres leer. (7) a. Estas leyendolo. b. Lo estas leyendo (2). Ya que (6) y (7) presentan los unicos contextos en que se puede escoger la posicion del clitico, esta estructura ofrece tierra fertil para estudiar las variables que inciden en la variacion. 2.2. LAS TENDENCIAS MONOLINGUES. En el espanol monolingue, inciden en la posicion del clitico tanto el contexto linguistico de la frase verbal como los rasgos sociales de los hablantes. 2.2.1. EL CONTEXTO LINGUISTICO. En cuanto al tipo del discurso, Kany (1945) observa que la escritura favorece la posicion enclitica, mientras que el habla favorece la proclitica. Torres Cacoullos (1999) nota tambien que la subida del clitico ocurre mas en la conversacion. En lo que se refiere a la lengua escrita, la subida es mas frecuente en el genero novela, pero menos utilizada en la escritura academica. Segun Silva-Corvalan (1994), el espanol hablado tiende a ser mas innovador, mientras que el escrito mantiene rasgos conservadores; confirmando esto, Davies (1995) observa que la posicion proclitica es mas popular e innovadora que la enclitica. En las investigaciones hechas con datos orales, hay una preferencia clara por la anteposicion del clitico (Gudmestad 2006). Hay menos acuerdo con respecto al efecto del verbo no conjugado. …

Foreign Language Annals, 2015

Other-orientation (Linell, 2009) is an essential element of language in that all speakers dialogu... more Other-orientation (Linell, 2009) is an essential element of language in that all speakers dialogue with an “other” when communicating. They take into consideration the other's assumed perspective, knowledge, and needs, and manipulate their language in response to these assumptions. This study investigated the extent to which other-orientation was present in second language (L2) Spanish learners and, if so, how it affected L2 learners' production of direct object nominal, pronominal, and null expressions. The results indicated that L2 Spanish learners were sensitive to their interlocutors' perspective. However, the actual effect that other-orientation had on direct object expressions was constrained by the limits of the learners' interlanguage in that only higher-level learners were capable of manipulating direct object expressions in accordance with the assumed accessibility of the referents. The results support Bardovi-Harlig's (1999) argument that grammatical competence is a necessary condition of pragmatic competence.

Revista signos, 2019

The teaching of Spanish as a heritage language should attempt to integrate students' background a... more The teaching of Spanish as a heritage language should attempt to integrate students' background and community into the classroom. Previous studies have found that research in their own community allows learners to embrace their heritage language with pride (Correa, 2011), understand the role that it plays in society (Martínez, 2003; Leeman, 2005), and build stronger community bonds (Leeman, Rabin & Román-Mendoza, 2011). This study examines two contexts of university-level Spanish heritage language education. One is San Antonio, Texas, United States, a city with a vibrant Mexican community. The other context is Calgary, Alberta, Canada, a city in which Latin Americans constitute a clear minority. The courses in both contexts were linguistics classes that focused on Spanish as a heritage language. In these courses, the students used journal entries and questionnaires to consider questions about heritage Spanish, language use, attitudes, and the future of the communities' varieties. Their final projects consisted of community-based research, in which they interviewed and collected linguistic data from local Spanish-speakers. Their comments and projects reveal their developing understanding of issues of language use, their recognition of sociolinguistic and attitudinal realities, and a stronger commitment to maintaining Spanish in both the private and the public spheres. These results suggest that, even in communities with minimal Hispanic representation and in courses without an official focus on community engagement, students can still develop a critical understanding of the local variety and the social, cultural, and political factors that contribute to the ways in which it is used.