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This paper addresses how the negative particle no interacts with Spanish deverbal nominalizations that denote an event. Firstly, it is pointed out that, when preceded by negation, these nominalizations only give rise to the inhibited eventuality reading, contrary to what happens with verbs, which give rise to both the inhibited eventuality reading and the negated eventuality reading. Secondly, it is shown that, when these nominalizations co-occur with no, their lexical aspect is modified, as they share properties with events, but with states as well. Thirdly, a proposal of analysis for is presented. We claim that both the interpretation and lexical aspect of this construction follow from the interaction of negation with the syntactic configuration of the nominalization and, specifically, with the projection responsible for the triggering of the eventuality. [ABSTRACT FROM AUTHOR]

This paper tackles the usefulness of comparing L2 learners against native speakers in empirical SLA studies focusing on grammatical aspect. Adapting the view that interlanguage grammars should be analysed in their own right instead of as a deficient form of the target, we show that expressing perspectivity (fulfilled by grammatical aspect markers) methodologically complicates the analyses of Grammaticality Judgment Tasks in aspect studies. For Spanish past tenses, we show that especially with items constructed as allegedly ungrammatical natives behave heterogeneously. This casts doubt on the question whether these data can be used as a baseline against which learners' data could be compared. By analysing the interlanguage separately (not only in comparison to the controls), our findings among German learners of L2 Spanish suggest the use of the forms depends essentially on temporal markers which can be related to both their L1 lacking grammatical aspect and the pedagogical input. Crucially, though the interlanguage does not match the target (i.e., past tenses do not necessarily correlate with aspectuality), the systems are not chaotic but follow well-defined rules. [ABSTRACT FROM AUTHOR]

This paper examines the means of expressing positive epistemic judgement in Spanish and Italian: modals in their epistemic interpretation, epistemic adverb + indicative/subjunctive, with particular attention to the verbs creer/credere and their possible combination with the subjunctive. The constructions are analysed through the prism of cognitive grammar, specifically Langacker's theory of grounding. It is argued that the different types of epistemic judgement are analogous to nominal grounding elements (demonstrative pronouns, the definite article and relative quantifiers). The subjunctive after epistemic adverbs and verbs (such as tal vez or credere) is seen as the verbal counterpart of the relative quantifier some. Analyses suggest that this analogy helps to define the semantic difference between similar structures with the indicative and to resolve questions concerning the function of the subjunctive in epistemic contexts, such as the degree of uncertainty or the speaker's attitude towards the propositional content. [ABSTRACT FROM AUTHOR]

This paper investigates the L2 acquisition of Spanish object drop by advanced learners whose L1s are English and Brazilian Portuguese, in order to assess effects on their knowledge of the interpretable and uninterpretable features conditioning the realization of object drop in their L2 Spanish. Object drop in Spanish is subject to semantic restrictions related to definiteness and specificity, as well as syntactic restrictions related to subjacency. Current debates about second language acquisition (SLA) have led to different hypotheses. On the one hand, the Interpretability Hypothesis/IH (Hawkins, Roger & Hajime Hattori. 2006. Interpretation of English multiple wh-questions by Japanese speakers: A missing uninterpretable feature account. Second Language Research 22. 269–301) claims that uninterpretable features will not be completely acquired. On the other hand, the Feature Reassembly Hypothesis/FRH (Hwang, Sun Hee & Donna Lardiere. 2013. Plural-marking in L2 Korean: A feature-based approach. Second Language Research 29. 57–86; Lardiere, Donna. 2009. Some thoughts on the contrastive analysis of features in second language acquisition. Second Language Research 25. 173–227) does not distinguish between interpretable and uninterpretable features for the purposes of SLA, arguing that the difficulty of the acquisition task hinges on the required amount of feature reassembly from the L1 to the L2 lexicon. Finally, the Full Transfer/Full Access (FT/FA) (Schwartz, Bonnie & Rex Sprouse. 1996. L2 cognitive states and the Full Transfer/Full Access model. Second Language Research 12. 40–72; Schwartz, Bonnie & Rex Sprouse. 2000. When syntactic theories evolve: Consequences for L2 acquisition research. In John Archibald (ed.), Second language acquisition and linguistic theory, 156–186. Malden, MA: Blackwell; White, Lydia. 2003. Second language acquisition and universal grammar. New York: Cambridge University Press) hypothesis treats SLA as equivalent to first-language acquisition, in terms of the potential for ultimate attainment. Both the FT/FA and the FRH are in principle compatible with full attainment in L2 acquisition. To assess these hypotheses, this study tests the L2 acquisition of the semantic and syntactic restrictions on Spanish object drop by learners whose L1 either lacks widespread object drop (English), or has regular object drop but realizes it differently from Spanish (Brazilian Portuguese). The Full Transfer/Full Access hypothesis seems to best explain the results of the two experiments. [ABSTRACT FROM AUTHOR]

The paper argues for a bisentential, paratactic account of Hanging Topic Left Dislocations wherein the syntactically unconnected hanging topic phrase is the remnant of an elliptical copulative sentence which is linearly juxtaposed to the second, host sentence. This proposal represents a natural extension of Ott's system for Clitic Left Dislocations and predicative non-restrictive nominal appositives. By assuming that the hanging topic is structurally disconnected from the host sentence, the analysis constitutes a radical departure from integrated/monosentential approaches within cartography, which analyze hanging topics as intrasentential, albeit peripheral, constituents in the left spine of the clause. Using data from English and Spanish as well as from other linguistic varieties, the paratactic approach provides a principled account of various issues facing monosentential analyses of hanging topics, including anti-connectivity, coreference with the resumptive/epithetic correlate, comma intonation/pause potential, case, insensitivity to locality constraints, islandhood, and potential presence of interjections between hanging topic and host sentence, amongst others. The account is also successful in capturing orphaned topics, which are not linked to any constituent in the sentence they occur with, alongside 'interrogative' and hyperdetached hanging topics. [ABSTRACT FROM AUTHOR]

Adverbs and Functional Heads: a Cross-Linguistic perspective (Cinque, Guglielmo. 1999. Adverbs and functional heads: A cross-linguistic perspective. New York & Oxford: Oxford University Press)—one of the founding works of "Syntactic Cartography"—combines some of the developments in Syntactic Theory from the 1980s and 1990s with insightful contributions from Linguistic Typology. This paper has two interrelated goals. First, it aims to review the fundamental theses of Cinque's monography of 1999—which are far from controversial among scholars working in Cartography—; at the same time it provides conceptual support to them. Secondly, it aims to explore some methodological tools of Syntactic Cartography presented and discussed by Cinque, Guglielmo. 1999. Adverbs and functional heads: A cross-linguistic perspective. New York & Oxford: Oxford University Press, namely the so-called precedence-and-transitivity tests—after a brief discussion on methodology used to recognise the functional categories, namely the criterion by Jackendoff, Ray. 1972. Semantic interpretation in generative grammar. Cambridge, MA: MIT Press—and the use of the hierarchies as tools to detect intra and interlinguistic variation. With regard to this latter issue, the paper gathers data from Brazilian Portuguese, Canadian English and Colombian Spanish on verb raising. The discussion of the data not only favours Cinque, Guglielmo. 2017. On the status of functional categories (heads and phrases). Language and Linguistics 18(4). 521–576 recent updates of his theoretical approach to the cartography of the clause but also shows how Cartography offers a natural scenario for a methodological approach to both micro and macro-variation. [ABSTRACT FROM AUTHOR]

The encoding of path shows systematic inter-typological variation, with speakers of satellite-framed languages (S-language; e. g. German, Polish) typically conveying path outside the main verb (in particles, prefixes, etc.) and speakers of verb-framed languages (V-language; e. g. Spanish) typically conveying path in the main verb. However, less is known about intra-typological variation in the expression of path, especially for bilingual patterns of path encoding. In this paper, we examine path descriptions produced by two groups of bilinguals and compare the descriptions made by these bilinguals with those made by native speakers of the corresponding L1 and L2 languages. The first group consisted of native Polish speakers who were L2 German speakers (intra-typological L1-L2 transition), while the second group comprised native Polish speakers who were L2 Spanish speakers (inter-typological L1-L2 transition). Our results provide evidence for greater alignment to L2 among bilinguals learning an L2 from a different typological group (i. e. Polish L1-Spanish L2 bilinguals), and closer alignment to L1 among bilinguals learning an L2 from the same typological group (i. e. Polish L1-German L2 bilinguals). [ABSTRACT FROM AUTHOR]

This paper explores cut-offs in the oral narrations of Spanish native speakers in their mother tongue (L1), and in their language-under-study, English (L2). Fluency in the L2 varies with proficiency, and so cut-offs offer a possible means of evaluating this. However, there are certain aspects of fluency which might be common to the L1 and the L2, suggesting that the L1 and L2 share cognitive factors that lead to similar disfluency patterns. To determine if cut-offs are reliable markers of L2 fluency, independent of those occurring in the L1, we assessed the cut-off patterns in the L1 and L2 narrations of this group of speakers, following a multimodal approach. We observed similarities in both languages, potentially indicating that speakers use comparable cut-off-gesture patterns in the L1 and L2. We conclude that using speakers' cut-offs in an L2 to gauge proficiency is meaningful only if the L1 cut-off behaviour is known. [ABSTRACT FROM AUTHOR]

This paper argues that constructions with subject-experiencer psychological verbs are adjectival passives, contra the received view that constructions are verbal passives across the board. We put forth a battery of morphological, syntactic and semantic tests to support our claim. The divide, we argue, is based on the individual-level/stage-level distinction, rather than on the lexical category of the participle. We provide a theoretical, aspect-based account that generates the distribution of ser and estar in verbal and adjectival participles and paves the way for a comprehensive analysis of the ser and estar distribution across other constructions where the alternation is attested, such as underived adjectives and prepositions. [ABSTRACT FROM AUTHOR]

The present article aims at investigating the pro-drop phenomenon in L2 Spanish. The phenomenon of pro-drop or null subject is a typological feature of some languages, which are characterized by an implicit subject in cases of topic continuity. More specifically, behaviour regarding subject (dis)continuity in Spanish differs from French. This paper will offer a contrastive analysis on subject realisation by French learners of L2 Spanish compared to L1 Spanish speakers. So, the goal of this pilot study is to see if a different functioning in pro-drop in the mother tongue also influences the L2. The study is based upon a written description task presented to the two groups of participants: the experimental group of French mother tongue L2 Spanish language learners and the control group of Spanish native speakers. [ABSTRACT FROM AUTHOR]