Linguistic and Non-linguistic FactorsAffecting OVS Processing of Accusative and Dative Case Pronouns by AdvancedL2 Learners of Spanish (original) (raw)
We agree with those who propose that input and input processing are the beginning points of the acquisition process (Carroll, 2007; N. Ellis, 2007; VanPatten, 2007). The relationship between input and L2 knowledge begins with the noticing of forms in the input and associating them with meaning (Schmidt, 1990; 2001; VanPatten 1996; 2004). Perceptual salience leads some forms to be noticed before others (Slobin, 1973; 1985; VanPatten, 1996; 2004). Some forms have but one function, and likewise have a more salient and transparent form-function association, whereas other forms have many functions, resulting in a less salient, less transparent form-function association (Andersen, 1990; Bardovi-Harlig, 2007). Clitic pronouns in Spanish are not salient for a variety of reasons. As clitics, they inherently lack phonological stress in the input. As forms with multiple functions, they do not all have a distinct form-function association, thus making some connections less salient than others (...
Sign up for access to the world's latest research.
checkGet notified about relevant papers
checkSave papers to use in your research
checkJoin the discussion with peers
checkTrack your impact
Related papers
The Acquisition of null/explicit subject pronouns in Spanish as L2 by English speakers
Our main goal is to analyse the interlanguage of our students with respect to the acquisition of pronominal subjects, based on their discourse function, and of null subjects. Data will be provided as a result of designed tests with translations and grammaticality judgements (according to Sorace 1996). We address the following questions: (1) Which specific characteristics of interlanguage do these students share? Is it possible to identify different patterns according to different evolution/level of students? (2) In case of interlinguistic errors, is it because of L1 interference errors? or because of development errors? Or both? (3) Can a formal typology of topics and foci help students acquire and entrench both explicit and null pronouns? (Jiménez-Fernández 2014a).
The acquisition of clitics in L2 Spanish: examining restrictions on clitic solidarity
2014
This study examines the mental representation of clitic object pronouns in English L2 Spanish speakers of beginning, intermediate and advanced proficiencies. We present the results of a scalar grammaticality judgment task, which examines knowledge of clitic placement in both Exceptional Case Marking (ECM) verb constructions and non-ECM (finite and modal + infinitival) constructions. Our findings suggest that these advanced L2 learners have converged on the Spanish grammar, showing high sensitivity to the restrictions placed on clitic solidarity in ECM constructions coupled with acute knowledge of the distribution pattern of Spanish clitics in non-ECM environments. We argue that this pattern supports UG-accessibility approaches to adult L2 acquisition.
Pronominal mental representations in advanced L2 and L3 learners of Spanish
Nuevas tendencias en la investigación lingüística. Granada: Método Ediciones, 2002
Evidence in recent second language research (SLR) leads to an apparent contradiction. While some studies claim that advanced adult learners can indeed achieve native-like competence, other studies suggest that they only achieve nearnative competence. The former studies focus on universal principles of universal grammar (UG), whereas the latter investigate properties which UG allows to vary (within limits) and attribute lack of native-like competence to L1 influence on the L2. In this study we investigate whether this is the expected pattern, i.e., that advanced L2 speakers will always show native-like competence where principles are involved, yet near-nativeness where the L1 differs parametrically from the L1 with respect to functional features. An experimental study consisting of three groups ((i) English and (ii) Greek natives learners of Spanish as L2 and L3 respectively and (ii) Spanish natives) were tested on some pronominal constructions where the presence of overt and null pr...
2013
Human-Feminine-Dative Juan trajo flores para Rosa. Grammatical: Juan le dio las flores. Ungrammatical: Juan lo dio las flores. Juan la dio las flores. Juan compró un paquete para Rosa. Grammatical: Juan le trajo el paquete. Ungrammatical: Juan lo trajo el paquete. Juan la trajo el paquete. Juan encontró el collar para Rosa. Grammatical: Juan le puso el collar. Ungrammatical: Juan lo puso el collar. Juan la puso el collar. Rosa quiere entrar pero Juan tiene la llave. Grammatical: Juan le dio la llave. Ungrammatical: Juan lo dio la llave. Juan la dio la llave. Juan quiere pasar la pelota a Rosa. Grammatical: Juan le pasó la pelota. Ungrammatical: Juan lo pasó la pelota. Juan la pasó la pelota. Animate-Masculine-Dative Juan compró comida para el perro. Grammatical:
Lexical Frequency Effects on L2 Spanish Subject Pronoun Expression
Lexical frequency clearly plays a role in shaping the developing grammar, as frequent forms are acquired earlier and processed more easily than infrequent forms (Ellis 2012, Lieven 2010). Nevertheless, little is known about how frequency affects morphosyntactic variation during acquisition. This study examines the influence of frequency of verb forms on subject pronoun expression (e.g. yo canto ~ canto) in sociolinguistic interviews conducted with 12 second language learners of Spanish. Analyses of 980 verb forms indicate that frequency effects are dependent on L2 proficiency. During earlier stages of acquisition, frequency has a direct impact on pronoun expression: learners express pronouns more often with frequent than with infrequent verbs. This finding suggests that, in the face of the heavier cognitive burden presented by infrequent forms, learners with lower levels of proficiency tend to omit linguistic material. During more advanced stages of acquisition, however, frequency plays a more complex role: it activates or amplifies other linguistic variables that influence pronoun expression, such as switch-reference. This mediating role of frequency is similar to what has been found for native speakers of Spanish (Erker & Guy 2012), indicating that the advanced learners in the study produce target-like pronoun expression patterns. In summary, the study shows that lexical frequency influences variable morphosyntax during second language acquisition, and that its role is increasingly complex as learners become more proficient.
Loading Preview
Sorry, preview is currently unavailable. You can download the paper by clicking the button above.
Related papers
Morphology and syntax dissociation in SLA: a study on clitic acquisition in Spanish.
In, Galani, Alexandra, Hicks, Glyn and Tsoulas, George (eds.) Morphology and its Interfaces. Amsterdam, NL, John Benjamins, 291-319. (Linguistik Aktuell/Linguistics Today, 178)., 2011