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Aims and Objectives: Spanish subject pronoun expression (SPE) among Bube speakers in Equatorial Guinea has hardly been examined. Thus, the paper aims to (a) examine the SPE rate (b) and the linguistic and social predictors of SPE in this variety. Methodology: The data for the present study were collected using sociolinguistic interviews. These interviews lasted between 45 minutes and an hour. Data and analysis: The audio recordings of 18 bilinguals of Bube and Spanish in Equatorial Guinea were transcribed and analyzed using the Rbrul mixed-effects statistical software. Findings: The overt SPE rate of these bilingual speakers is 17.9%. This pronoun rate is one of the lowest ever found among bilinguals. The significant factors are grammatical person and number, ambiguity, the lexical content, and gender. The insignificant predictors were reference, reflexivity, and education. Originality: This is the first variationist study on Spanish SPE among Bube speakers in Equatorial Guinea. In this study, switch reference, a usually robust predictor, is insignificant among bilingual speakers. Significance: This study expands on the scarce research conducted on Equatoguinean Spanish and opens new avenues for exploration. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to compare disagreement in two different WhatsApp groups: one for members of the same family, and another for work colleagues. After the analysis, 427 instances of disagreement were identified in the family group, and 161 in the interactions between work colleagues. The most common strategy in both corpora is 'Giving opposite opinions'. Nevertheless, the rest of the results present very significant dissimilarities, most notably the higher presence of disagreement in the family WhatsApp group. This higher tolerance for disagreement is corroborated by the choice of linguistic strategies made. Whereas the family members tended to give emotional or personal reasons for disagreement, as well as negative comments on the topic, the colleagues preferred to express their disagreement with mitigating expressions and token agreement. Thus, in the corpora studied, the expression of disagreement seems to be less face threatening for family members than for work colleagues. [ABSTRACT FROM AUTHOR]

The "hyper-variation" present in rhotic sounds makes them particularly apt for sociophonetic research. This paper investigates the variable realization of the voiced alveolar-trill phoneme /r/ through an acoustic analysis of unscripted speech produced by 80 speakers of Spanish. Although the most common phonetic variant of /r/ contained two lingual constrictions, we find substantial inter-speaker variation in our data, ranging from zero to five lingual contacts. The results demonstrate that the variation in Spanish results from a systematic interaction of factors, deriving from well-documented processes of consonantal lenition (e.g., weakening in unstressed syllables) in addition to processes inherent to the trill's articulation (e.g., high-vowel antagonism). Importantly, speaker sex displayed the strongest effect among all the predictors, which leads us to consider the role of sociolinguistic factors, in addition to possible biomechanical differences, on /r/ production. We contextualize the findings within a literature that theorizes rhotic consonants as a single class of sounds despite remarkable patterns of cross-language and speaker-specific variation. [ABSTRACT FROM AUTHOR]

Aims and objectives/purpose/research question: This paper’s objective is to offer new insights into the effects of language on memory for causation events in a second language (L2) context. The research was driven by the question of whether proficient L2 users acquired L2 thinking-for-speaking-and-remembering strategies along with the relevant expressions for different types of causation (intentional versus non-intentional). Design/methodology/approach: The cognitive domain of causation is an ideal platform for this investigation, since the lexicalisation of causation differs clearly in the two languages under consideration, English and Spanish. Spanish speakers always distinguish between intentional and non-intentional events through the use of different constructions. The English pattern of lexicalisation in this domain often leaves intentionality unspecified. Our methodology involves an experimental elicitation of event verbalisations and recall memory responses to video stimuli by English and Spanish monolinguals and bilinguals. Data and analysis: The analysis has shown that the Spanish monolinguals and first language (L1) Spanish/L2 English speakers always distinguished between intentional and non-intentional events, while the English monolinguals and L1 English/L2 Spanish speakers generally used expressions that were underspecified with regard to intentionality. Findings/conclusions: All populations used their habitual language patterns as an aid to memory. Spanish monolingual had better recall than their English peers. L2 speakers were mainly relying on the L1 in spite of speaking only the L2 during the experiment. Originality: Possible effects of these typological differences between an L1 and an L2 on speaker recall memory have not been investigated before. Significance/implications: The research presented in this paper informs the theoretical assumptions related to the thinking-for-speaking hypothesis by showing empirically that late bilinguals adhere to their L1 patterns as an aid to memory while speaking in their L2. This novel finding contributes to an improved understanding of language processing and language use among late bilinguals. [ABSTRACT FROM AUTHOR]

This paper is an experimental investigation on the tonal structure and phonetic signaling of declarative questions by speakers of Manchego Peninsular Spanish, a dialect of Spanish for which little experimental research on intonation is currently available. Analysis 1 examines the scaling and timing properties of final rises produced by 16 speakers under various pressures of tonal crowding. The quantitative results provide evidence for two contrasting nuclear pitch accent specifications: L* vs. H*. These data are consistent with the findings and analyses of final rises in Dutch, although certain time pressure effects had not been reported in this previous body of research. Analysis 2 provides a phonetic comparison of the two question contours uncovered in Analysis 1 with those of lexically and syntactically identical declarative statements. The findings indicate that speakers differentiate the two question contours from corresponding statement contours in dissimilar fashion and that for the L*H% contour, the terminal rise may be the only F0 signal of its question intent. Some speculation on the possible causes of this variation is offered in conclusion. [ABSTRACT FROM AUTHOR]

Aims and objectives: This paper explores one dimension of language maintenance among college-aged heritage speakers of Spanish (HSS) in three communities of the U.S. Midwest. The aim was to understand whether Spanish was relevant at a point in life in which they were developing their own networks away from their families. Research questions: Were reading and writing in Spanish relevant for the participants? Did they use Spanish when on social media? Did they text in Spanish? Was Spanish relevant for them when consuming content on electronic media? Methodology: This analysis is part of a larger study on HSS in communities of recent Latino settlement. Respondents participated in an oral interview and responded to an online survey. Data and analysis: Results presented here come from a study designed to gather data on reported interlocutors, reading and writing, electronic media consumption, and social media use. Respondents were 71 HSS between the ages of 19 and 29. Results were compared with two control groups: 23 L2 speakers and 24 native speakers attending the same schools. Higher relevance was assumed when an event was reported closest to the moment of response. Reading and writing were classified as school, personal interest, employment, other. Relevance as related to social media, music, and internet use was determined by reported frequency. Findings: Highest relevance was reported for texting and listening to music; lowest was reported for consumption of internet content. Results for texting, social media and personal interest reading/writing suggest that for these speakers Spanish was viable for accrual of bonding social capital. Reading/writing reports suggest that for many, Spanish was also viable to attain specific academic goals. Environmental pressures to shift are evidenced in the uses not (or barely) reported: reading/writing related to work, religion and daily living, and consumption of internet content. Originality: This paper focuses on maintenance of relevance of a heritage language in the first stage of adult life. Implications: Results suggest that in using Spanish, respondents were not bound by physical context or immediate availability of interlocutors, but by their perceptions of viability. [ABSTRACT FROM AUTHOR]

Aims and objectives: While previous research has shown that phonetic variation in language contact situations is affected by whether a word has a cognate in the contact language, this paper aims to show that such an effect is not monotonic. According to the usage-based model, items in memory are organized according to similarity, thus we anticipated that formally more similar cognates would show a stronger cognate effect. Methodology: This variationist sociophonetic study investigates the relationship between cognate similarity and phonetic realization. We examined this relationship in the bilingual community of Rivera, Uruguay, in which both Portuguese and Spanish are spoken with regularity. Specifically, we focused on intervocalic /d/, which in monolingual Spanish is realized as an approximant [ð̞] or phonetic zero, but in monolingual Brazilian Portuguese is produced as a stop [d] or, in most varieties, an affricate [ʤ] before [i]. Data and analysis: We analyzed a corpus of sociolinguistic interviews of the Spanish spoken in Rivera. Acoustic measurements were taken from approximately 60 tokens each from 40 different speakers. Using a linear mixed-effects model, we examined the relationship between several predictors and the degree of constriction of intervocalic /d/. Findings/conclusions: While there is an overall frequency effect whereby more frequent words exhibit less constriction of intervocalic /d/, as both frequency and cognate similarity increase, less constriction of intervocalic /d/ obtains. Therefore, frequent cognates in Portuguese that have very similar forms affect the production of intervocalic /d/ more so than other cognates. Originality: No previous study has demonstrated that the cognate effect on phonetic variation in a situation of language contact is regulated by form similarity between cognate pairs. Significance/implications: The data support the usage-based model in that similar cognates have more lexical connections and can therefore show greater influence on phonetic realization than can cognates that share less phonetic material. [ABSTRACT FROM AUTHOR]

Aims and objectives/purpose/research questions: The main goal of this paper is to analyse how social factors determine the degree of occurrence of intonational features of Basque in Spanish in the Basque Country (i.e. Basque Spanish). Design/methodology/approach: We concentrate on information-seeking yes/no questions. In Castilian Spanish, these end in a rising contour, whereas in Basque they end in a rising–falling contour. The data were gathered through sociolinguistic interviews with 12 speakers of Basque Spanish with different linguistic profiles: monolingual Spanish; first language Spanish–second language Basque; and L1 Basque–L2 Spanish. Data and analysis: 172 information-seeking yes/no interrogatives were obtained from conversational speech. Their final intonational contours were annotated in the Spanish Tone and Break Index model of intonational analysis. Findings/conclusions: 79% of all information-seeking yes/no questions had final configurations with a rising–falling circumflex contour. Only 21% had the final rising contour of Castilian Spanish. Speakers differed in their frequency of occurrence of falling contours, but the differences did not correlate with the speakers' linguistic profile (monolingual vs bilingual). Rather, higher percentages of yes/no questions ending in a falling contour were found among speakers who had (a) a higher degree of contact with the Basque ethnolinguistic group, and (b) more positive attitudes towards the Basque language and the Basque ethnolinguistic group. Originality: Methodologically, this study is original because the intonational analysis is carried out on natural speech rather than on read or elicited speech. This study is also original from a theoretical point of view because it is the first one to underline the role that subjective factors such as linguistic attitudes play in the adoption of features of a language variety from another contact variety. Significance/implications: Our research opens up a path to continue investigating the weight of subjective social factors such as linguistic attitudes in explaining the variation in the influence of one language variety over another. [ABSTRACT FROM AUTHOR]

Using the New Mexico Spanish-English Bilingual Corpus, the present paper examines the variable position of the 1sg Spanish subject pronoun yo—pre- versus post-verbal—to consider the effect that code-switching may have on structural change. In an analysis of close to 700 tokens of yo, a rate of 16% post-positioning is found, which is within the range of post-position in non-contact varieties and thus contraindicative of the convergence hypothesis, in accordance with which the almost exclusive use of preverbal subject pronouns in English would predict lower rates of post-verbal yo in a converged contact variety. Moreover, by testing factors hypothesized to account for choice of post-posing yo using multivariate analysis, it is shown that bilinguals display similar constraints on yo post-positioning in New Mexican Spanish as monolingual speakers of Spanish, providing stronger support for an anti-convergence account. Results are discussed in terms of bilingual parallel activation, syntactic priming, and construction grammar. [ABSTRACT FROM AUTHOR]

This paper offers an examination of morphosyntactic factors that are generally understood to measure grammatical integration—and therefore used to help determine the status of other-language-origin nouns as borrowings or code-switches—through the lens of discourse, semantics, and lexical patterns. A total of 820 lone English-origin nouns surrounded by otherwise Spanish discourse are compared to Spanish and English nouns from the recorded speech of the same bilingual speakers in New Mexico. The semantic domains most open to English-origin nouns include both those traditionally expected, such as technology, and those generally thought to be unborrowable, such as kinship terms. In the case of determiner patterning, lone English-origin nouns’ propensity to occur with indefinite articles or as bare is linked to use in a nonreferential predicating function. Regarding gender, the preference for masculine assignment for lone English-origin nouns is tied to both nonreferentiality and the general patterns found in Spanish. The impact is felt here not from English, but from the conventions of the local community. Among their many functions, these nouns are best suited in this community for naming kin, classifying individuals as belonging to a certain occupation, and creating verbal compounds. It is argued that the morphosyntactic patterns found reflect the community norms, in which English-origin nouns tend to perform certain discourse functions. Systematic quantitative analysis thus reveals the powerful role of discourse referentiality of nominal forms, in tandem with local practices. [ABSTRACT FROM AUTHOR]

Aims and Objectives/Purpose/Research Questions: Northern Pame (autonym: Xi'iuy) is an Otopamean language situated in the Mexican state of San Luís Potosí. Today over 90% of the Pame population speaks Spanish, and two-year-old children only speak Northern Pame in two Northern Pame villages. The paper explores differences in two-year-old Pame children's production of words in Northern Pame and Spanish in order to assess the possibility that developmental constraints and/or language shift influence the form and distribution of the children's words in the two languages. Design/Methodology/Approach: The study is based on video recordings of five Northern Pame children around the age of 2;0. The adult speakers included one father and four mothers. Four hours of production data were analyzed from each of the five children. Data and Analysis: We analyzed the following: (1) the proportion of major lexical categories; (2) the use of the Spanish copula ser in Pame; (3) the mean segmental length of words in Pame and Spanish; and (4) the syllable structure of words in Pame and Spanish. Findings/Conclusions: The overall results demonstrate that the children's Pame and Spanish words have distinct linguistic properties. Originality: The study is the first to report acquisition data for the Northern Pame language. Northern Pame differs from Spanish on a wide range of lexical and grammatical features. The analysis includes four lexical features. The outcomes for these four features produce a multi-dimensional measure of language differentiation. Significance/Implications: The study shows that Northern Pame parents are successfully passing their home language to their children despite pressure from the contact language. The children acquired the features of Pame words even though some mothers produced over 40% of their nouns in Spanish. The Spanish vocabulary does not inhibit the children's developing Pame lexical structures. [ABSTRACT FROM AUTHOR]

This paper examines the strategies used by speakers of Spanish as a second language (L2) for marking Information Focus, a phenomenon found at the syntax–discourse interface. Sorace and colleagues have proposed the Interface Hypothesis, according to which the syntax–discourse interface poses unique challenges for bilinguals (Sorace, 2011). With respect to Spanish, there exists a gap between the theoretical and empirical literatures on Focus realization; the former suggests that Focus must appear in sentence-final position, yet recent experimental work challenges this claim, showing that Focus commonly remains in situ. Using a speeded production task, we compared the response patterns of L2 Spanish speakers to that of natives in order to bring additional evidence to bear on the debate. Results revealed an asymmetry: L2 learners converged with native speakers on Subject Focus but not on Object Focus, where proficiency mediated overall divergences, indicating a change toward more nativelike Focus-marking strategies over time. We discuss our findings in light of the Interface Hypothesis and existing theories of Focus marking in Spanish. [ABSTRACT FROM AUTHOR]

Aims and Objectives/Purpose/Research questions: German and Spanish differ in lexicalization of object position in placement events (e.g. They stand/lay-put the binoculars on the shelf). Do native (L1) speakers of these languages show different recognition memory for object position in placement scenes ("Thinking for Speaking" (TFS))? And if so, can learning German as a second language (L2) improve memory accuracy? Originality: There is very little research on the effect of language on memory in L2 speakers and no such studies have focused on placement events. By adopting a short time course (750 ms) between the prime and recognition phase this study makes a methodological advancement. Design/Methodology/Approach: We employed a design with L1 speakers (N = 54) of German and Spanish, and a group of Spanish L2 learners (N = 123) of German. Participants were presented with a two-phased memory task with minimum delay, with language and pictures showing placement events. Following the direction indicated by German placement verbs we changed position of objects in the picture recognition phase. L2 German speakers received a form-focused instruction on German placement verbs (stand/lay) before the memory task. Data and Analysis: We analysed recognition accuracy for object position changes. Findings/Conclusions: Results showed that L1 German speakers had more accurate recognition memory for object position changes than L1 Spanish speakers. When Spanish learners of L2 German performed the experiment in German, their accuracy exceeded L1 German speakers' scores. Significance/Implications: The findings provide support for TFS effects on memory for object position in placement events for L1 speakers and show accuracy advantages for L2 speakers. Future studies should consider employing tasks with short time courses as the one used in this paper, in order to establish a base of controlled and reliable findings to unravel the linguistic relativity literature. [ABSTRACT FROM AUTHOR]

This paper presents a comparative analysis of temporal rhythm in native American English talkers and Spanish-accented English talkers producing clear (hyperarticulated) speech and typical, conversational-style speech. Five acoustic measures of comparative vocalic and consonantal interval duration ("temporal metrics") were obtained from speech samples of 40 adult men and women (half native and half Spanish-accented talkers). In conversational-style speech, vocalic-based metrics differed significantly between native and Spanish-accented talkers, consistent with phonotactic differences between the two native languages. In clear speech, however, all metric values from the Spanish-accented talkers became more English-like and no longer differed significantly from those observed in the native English talkers. Post-hoc analysis revealed that native English talkers increased the duration of both weak and strong vowels in clear speech, whereas the Spanish-accented talkers increased the duration of strong vowels without changing the duration of weak vowels. Listener ease of understanding, as perceived by monolingual English speakers, was significantly improved in clear- compared with conversational-style speech for all talkers. The acoustic data help to explain the changes that result from use of clear speech in nonnative speakers. Together with the improved listener ease of understanding, these data strongly support the further exploration of clear speech as a clinical tool to improve prosody and hence, interpersonal communication, in nonnative speakers. [ABSTRACT FROM AUTHOR]

This paper presents the findings of a longitudinal study in which two instructional methods to teach agreement features to first-year university students specializing in Spanish in Japan are compared. On the one hand, the control group was exposed to the traditional top-down teaching of agreement paradigms and were instructed to practice them through pattern repetition. On the other, a bottom-up move informed by Vygotsky and Gal’perin’s theories of conceptual formation was induced in the experimental group by using schemata and verbalization during the task of using agreement features. The data suggest that (a) the material expression of conceptual relationships (e.g. through schemata) and (b) the verbal rendition of rules or conceptual connections, and (c) the overall framing of the task as a bottom-up move actually helped acquirers in their mastery of gender and number agreement. The results of the intervention also support Kim and Kellogg (2006) and Centeno-Cortés and Jiménez Jiménez’s (2004) paradoxical view that L1 conceptual elaboration and organization aimed at solving L2 language tasks plays an important role in L2 acquisition. The data seem to indicate that there is room for encouraging learners’ hypothesis-making in the L1 under certain conditions, such as the kind of guided induction designed for this research and the one advanced by Herron and Tomasello (1992), and Tomasello and Herron’s (1988a, 1988b). L2 native instructors who dismiss or suppress acquirers’ talk in their L1 in their communication classes should assess if that talk is part of an important process of hypothesis-making or verbalization of language rules or not and act accordingly. L1 exchanges linked to hypothesis-making or task organization seem to foster L2 development and therefore should not be treated like a waste of time by ‘Communication’ instructors. In sum, the bottom-up move within Vygotsky’s ZPD is suggested as a feasible, although more elaborate intervention, as the findings on the intervention suggest. [ABSTRACT FROM PUBLISHER]

The phonological processes known as ‘lenition’ have traditionally been explained as articulatory effort reduction. However, such a motivation for lenition has never been directly demonstrated; in addition, there are reasons to doubt the articulatory explanation.This paper focuses on a particular type of lenition (intervocalic spirantization of voiced stops) and presents two experiments that investigate what role, if any, perceptual considerations might play in lenition. Experiment 1 shows that spirantization of intervocalic voiced stops is a less perceptually salient change than devoicing of intervocalic voiced stops (an unattested process). Using the line of reasoning of Steriade’s P-map hypothesis, perceptual facts offer an alternative to the articulatory account: lenition of intervocalic voiced stops yields spirants rather than voiceless stops because the latter change is perceptually highly salient. The results of Experiment 2 show that the perceptual facts differ by place of articulation, such that the difference between stops and spirants is greater for labials than for dorsals. These results do not match the attested typology; if anything, languages are more likely to spirantize labials than they are to spirantize dorsals. Thus, perceptual facts have the potential to explain some, but not all, of the typology of lenition. [ABSTRACT FROM PUBLISHER]

Previous works in English have revealed that disfluencies follow regular patterns and that incorporating them into the language model of a speech recognizer leads to lower perplexities and sometimes to a better performance. Although work on disfluency modeling has been applied outside the English community (e.g., in Japanese), as far as we know there is no specific work dealing with disfluencies in Spanish. In this paper, we follow a data driven approach in exploring the potential benefit of modeling disfluencies in a speech recognizer in Spanish. Two databases of human-computer and human-human dialogs are considered, which allow the absolute and relative frequencies of disfluencies in the two situations to be compared. The rate of disfluencies in human-human dialogs is found to be very close to that found for similar databases in English. Due to setup factors, the rate of disfluencies found in human-computer dialogs was remarkably higher than that reported for similar databases in English. In any case, from the point of view of speech recognition, the high frequencies of disfluencies and the distinct features of the acoustic events related to them support the need for explicit acoustic models. The regularities observed in the distribution of filled pauses and speech repairs reveal that including them in the language model of the speech recognizer may be also helpful. The extent to which the number of events depends on utterance length and on the speaker is also explored. Statistics are shown that follow previous studies for English, and a sizeable space is devoted to comparing our results with them. Finally, various possible cues for the automatic detection of speech repairs—a key issue from the point of view of speech understanding—are explored: silent pauses, filled pauses, lengthenings, cut off words and discourse markers. As previously observed for English, none of them was found to be reliable by itself. More information, especially at the acoustic-prosodic level, is no doubt needed to reliably detect speech repairs. [ABSTRACT FROM AUTHOR]

In this paper, preliminary longitudinal data on the effects of first language loss on verb inflection and use by two Spanish-speaking siblings who were in an English-speaking environment were gathered. Both children were followed for approximately two years and were video-recorded while interacting with a familiar Spanish-speaking adult. Spontaneous Spanish speech samples were used to monitor patterns of L1 loss in the children's use of verbal lexemes and inflections. Bybee's (1985,1995) lexical morphology model was followed to predict the course of L1 loss. In particular, the concepts of semantic relevancy and input frequency, and their effects on verbal inflection in a child L1 loss context were examined. Results in general follow the predictions made by Bybee's model. Specifically, less semantically relevant distinctions, such as person/number inflection, appear to be more vulnerable to loss. Frequency of use also appears to impact the relative strength of verbal schemas. Nevertheless, individual differences were noted in the degree of loss observed. Directions for future research in the area of verbal morphology and language loss in children are suggested. [ABSTRACT FROM PUBLISHER]

This paper examines the earliest uses of verbal morphology in aninflectional language, Spanish . Stringent criteria are applied to data from two children to determine what inflections are used productively. Analyses reveal that there is little productive command of verbal morphology at early ages and that subjects begin with a single form per verb. When elements of the verb paradigm do begin to become productive, they do so in a very gradual, piecemeal fashion. Finally, what governs which aspects of the paradigm are learned early seems to be a complex interaction of the input with cognitive and linguistic complexity. [ABSTRACT FROM PUBLISHER]

Differentiates between effects of phonetic implementation and effects of phonological structure in the adjustment of articularity trajectories to varying speech rate. Analysis of cross-linguistic data on coarticulatory nasalization in American English and Spanish; Velocity of velar port opening and closing gestures; Variations in speech rate.

The topic of cross-linguistic differences regarding the overt or null expression of arguments has been considered both in first (L1) and second language (L2) acquisition. There is abundant literature on both subject and object drop with different language pairings but the issue has not been considered in third language (L3) acquisition. The main goal of this article is to analyse the L3 interlanguage of Basque-Spanish bilinguals regarding the acceptability and interpretation of null objects. The three languages involved in the study display different semantic requirements for the target structure, with Basque allowing for a null object option across-the-board, Spanish only under certain semantic conditions, and English disallowing it in the standard variety. Two trilingual, one bilingual and a control group (n = 119) rated experimental items embedded in context, presented in a written and aural format on a computer screen. Findings point to the successful acquisition of the target structure, as well as a clear influence of Spanish in the three experimental groups. [ABSTRACT FROM AUTHOR]

This study examines the bilingual compound verb hacer ‘to do’+VerbEng, consisting of the Spanish verb hacer ‘do’ and a bare English infinitive (e.g. hacer smoke ‘to smoke’). In studies of Spanish/English bilingual speech, hacer+VerbEng has received attention due to its linguistically hybrid nature. Examining 116 tokens of hacer+VerbEng from 12 speakers of the New Mexico Spanish-English Bilingual Corpus, we test the claim that this construction has developed out of a higher cognitive load or lexical gap experienced by bilingual speakers, create a discourse profile of the construction, and propose an overview of the bilingual behaviors that contribute to the emergence of this bilingual compound verb. The construction is not found in conjunction with significantly higher rates of disfluencies, which weakens the previously made assertions that it is produced to compensate for a lexical gap. We find that hacer+VerbEng is a productive bilingual construction in which hacer serves as a tense, aspect and mood marker and the English infinitive provides the lexical content. Linguistic behavioral profiles reveal that combining languages within a single prosodic unit is correlated with higher rates of hacer+VerbEng. [ABSTRACT FROM AUTHOR]

In this study, we test the hypothesis that code-switching leads to phonological convergence by examining voice onset time (VOT) realization in the spontaneous code-switched speech of New Mexican Spanish-English bilinguals. We find that average VOT duration values in New Mexican Spanish fall within the range typical of non-contact varieties of the language, while New Mexican English displays VOT values in the low range of typical non-contact English. When we examine the VOT values of Spanish- and English-language words at varying degrees of proximity to code-switch points, we find a similar asymmetry. In Spanish, no effect of recent code-switching is evident. In English, conversely, close proximity to code-switch points results in a significant reduction in VOT values, i.e. in the direction of Spanish. We argue that while the data studied here do not directly demonstrate a causal connection between code-switching and long-term phonological convergence, they would not be inconsistent with such a view. We discuss a number of possible causes for the observed asymmetry between Spanish and English. [ABSTRACT FROM AUTHOR]

This article reports a study that sought to determine whether non-native sentence comprehension can show sensitivity to two different types of Spanish case marking. Sensitivity to case violations was generally more robust with indirect objects in ditransitive constructions than with differential object marking of animate direct objects, even among native speakers of Spanish, which probably reflects linguistic differences in the two types of case. In addition, the overall outcome of two experiments shows that second language (L2) processing can integrate case information, but that, unlike with native processing, attention to a case marker may depend on the presence of a preverbal clitic as an additional cue to the types of postverbal arguments that might occur in a stimulus. Specifically, L2 readers showed no sensitivity to differential object marking with a in the absence of clitics in the first experiment, with stimuli such as Verónica visita al/el presidente todos los meses ‘Veronica visits the[ACC/NOM] president every month’, but the L2 readers in the second experiment showed native-like sensitivity to the same marker when the object it marked was doubled by the clitic lo, as in Verónica lo visita al/el presidente todos los meses. With indirect objects, on the other hand, sensitivity to case markers was native-like in both experiments, although indirect objects were also always doubled by the preverbal clitic le. The apparent first language / second language contrast suggests differences in processing strategy, whereby non-native processing of morphosyntax may rely more on the predictability of forms than does native processing. [ABSTRACT FROM PUBLISHER]

In native speakers of gender-marking languages, mechanisms of gender production appear to be affected by the morphophonological cues to gender present in the noun phrase. This influence is manifested in higher levels of production accuracy when more transparent cues to gender are present in comparison to when they are not. The goal of the present study was to examine the role of morphophonological cues to gender in the production of gender agreement in native speakers and second language learners of Spanish in light of the Marking and Morphing account of agreement (Eberhard et al., 2005). Participants repeated and completed complex subject noun phrases with head nouns that varied in gender and gender-marking transparency. Analyses of accuracy rates along with Marking and Morphing model simulations of the results indicated that, contrary to previous findings, native speakers were not affected by gender-marking transparency. However, based on model simulations, second language (L2) learners were affected by the morphophonological form of the head noun. [ABSTRACT FROM PUBLISHER]

The “cognate facilitation effect” refers to the advantage cognate words have over non-cognates in speed of recognition and production of words during the performance of multiple oral and written language tasks. It has been demonstrated that bilinguals produce and recognize cognates faster than non-cognates. Questions remain about the variables affecting the cognate facilitation effect. The present study investigated whether naming ability in a relatively large sample of balanced and non-balanced Spanish–English bilinguals is affected by the cognate status of the target words and whether the magnitude of this effect is influenced by bilinguals’ relative levels of proficiency in their two languages. One hundred and three (53 balanced, 50 non-balanced) participants (mean age= 42.52; SD =19.09) from South Florida were administered the Boston Naming Test (BNT) in Spanish and English. Half of the sample received the English version first and the other half the Spanish version first. Results showed that whereas the cognate effect in the balanced bilinguals is similar in both languages, the non-balanced group showed a more prominent cognate effect in the non-preferred language. Current results may contribute to the understanding of language representation in bilinguals. Results demonstrated that the retrieval of words in the BNT is influenced by the knowledge of another language and that this effect seems to be mediated by how balanced the bilingual is. [ABSTRACT FROM AUTHOR]

This study examines the prosody of focus in the Spanish of 16 Quechua-Spanish bilinguals near Cusco, Peru. Data come from a dialogue game that involved noun phrases consisting of a noun and an adjective. The questions in the game elicited broad focus, contrastive focus on the noun (non-final position) and contrastive focus on the adjective (final position). The phonetic analysis in Praat included peak alignment, peak height, local range and duration of the stressed syllable and word. The study revealed that Cusco Spanish differs from other Spanish varieties. In other Spanish varieties, contrastive focus is marked by early peak alignment, whereas broad focus involves a late peak on the non-final word. Furthermore, in other Spanish varieties contrastive focus is indicated by a higher F0 maximum, a wider local range, post-focal pitch reduction and a longer duration of the stressed syllable/word. For Cusco Spanish no phonological contrast between early and late peak alignment was found. However, peak alignment on the adjective in contrastive focus was significantly earlier than in the two other contexts. For women, similar results were found for the noun in contrastive focus. An additional prominence-lending feature marking contrastive focus concerned duration of the final word. Furthermore, the results revealed a higher F0 maximum for broad focus than for contrastive focus. The findings suggest a prosodic change, which is possibly due to contact with Quechua. The study contributes to research on information structure, prosody and contact-induced language change. [ABSTRACT FROM AUTHOR]

Tsimpli and Dimitrakopoulou (2007) propose the Interpretability Hypothesis (IH), according to which uninterpretable features present an insurmountable difficulty in adult second language acquisition. The experimental study supporting the IH examines Greek native speakers’ knowledge of gaps versus resumptive pronouns in English wh-movement. A crucial assumption is that Greek allows resumptives optionally. Alexopoulou and Keller’s (2002, 2007) findings confirm that assumption. In our replication of Tsimpli and Dimitrakopoulou’s study, we divide Spanish native speakers into those who accept resumptives and those who do not; then we look at their acceptance of gaps and resumptives in English. The results indicate that both groups of advanced learners, those that do and those that don’t have resumptives in their individual grammars, have acquired the ungrammaticality of resumptives in English, although there may be lingering native language effects. The effects of d-linking, animacy, syntactic function of the resumptive/gap (subject vs. object), and presence of the complementizer that are also examined. [ABSTRACT FROM AUTHOR]

This article reports an experiment on the implicit learning of second language stress regularities, and presents a methodological innovation on awareness measurement. After practising two-syllable Spanish words, native Cantonese speakers with English as a second language (L2) completed a judgement task. Critical items differed only in placement of stress. We assessed participants’ awareness of the hidden stress regularities by verbal reports and a novel methodology: inclusion–exclusion production tasks adapted from Jacoby (1991) and from Destrebecqz and Cleeremans (2001). Participants who remained unaware of the underlying regularities nevertheless performed significantly above chance in identifying correctly pronounced novel words. We conclude that L2 word stress regularities may be learnt implicitly. [ABSTRACT FROM PUBLISHER]

This pilot study examined the feasibility of a home–school partnership for improving emergent literacy skills in Spanish-speaking pre-school children of migrant farmworkers. Parents were requested to send labeled drawings of family activities to their children’s classroom for supplementing bilingual language and literacy instruction. Participants were 19 children (between 2;6 and 5;2) assigned randomly to experimental (n = 11) or control (n = 8) classrooms. Pretest–posttest measures in Spanish and English were obtained using the Early Literacy Skills Assessment (ELSA). Results indicated significant increases in pre- to posttest English and Spanish scores for the experimental group, but not for the control group in alphabetic and print knowledge. Parental participation rates (as measured by weekly drawing submissions) exceeded 90%. These results suggest that integrating parent-generated content into classroom language intervention activities may be feasible both in terms of parental involvement as well as children’s emergent literacy skills development. [ABSTRACT FROM PUBLISHER]

The study uses an elicited imitation (EI) task to examine the effect of the native language on the use of the English nongeneric definite article by highly proficient first-language (L1) Spanish and Russian speakers and to test the hierarchy of article difficulty first proposed by Liu and Gleason (2002). Our findings suggest that there is a clear influence of L1 on participants’ reproduction of the second-language (L2) definite article in nongeneric contexts, but that various contexts present different levels of difficulty for the two L1 groups. The participants whose L1 is Spanish – a language with an article system – perform at a native-like level of accuracy in the grammatical condition of the test, whereas the participants whose L1 is Russian – a language without articles – demonstrate a tendency to omit definite articles in the same contexts. In the ungrammatical condition, Spanish speakers differ from the native speaker control group in their suppliance of the definite article in conventional and cultural contexts, while Russian participants supply the definite article significantly less than both the Spanish participants and the control group along all article categories. The study offers novel insights into what constitutes article difficulty for L2 learners from different L1s. [ABSTRACT FROM PUBLISHER]

Psychometric properties of the Phonological Awareness Literacy Screening for Kindergarten (PALS-K) instrument were investigated in a sample of 2844 first-time public school kindergarteners. PALS-K is a widely used English literacy screening assessment. Exploratory factor analysis revealed a theoretically defensible measurement structure that was found to replicate in a randomly selected hold-out sample when examined through the lens of confirmatory factor analytic methods. Multigroup latent variable comparisons between Spanish-speaking English-language learners (ELLs) and non-ELL students largely demonstrated the PALS-K to yield configural and metric invariance with respect to associations between subtests and latent dimensions. In combination, these results support the educational utility of the PALS-K as a tool for assessing important reading constructs and informing early interventions across groups of Spanish-speaking ELL and non-ELL students. [ABSTRACT FROM PUBLISHER]

Signaling of relations is an open question in rhetorical structure theory (RST). Discourse markers are the unmistakable signals of a relation. However, it may be argued that all relations – and not only those involving discourse markers – are signaled in some way. Based on this assumption, this article focuses on two causal relations, ‘Cause’ and ‘Result’, working on an RST double-annotated corpus in Spanish. The main objectives are to identify different signals of Cause and Result relations and to evaluate the ambiguity resulting from those signals. Results demonstrate that a) almost all Cause and Result relations on the corpus are signaled; b) each signal obtains differentiated annotation agreements; and c) patterns of annotation disagreement are grounded in the nature of the signal and not in the relations’ semantic features. [ABSTRACT FROM AUTHOR]

In this article, we sought to investigate the acquisition of gender features by two Basque–Spanish bilingual children when compared to a Spanish monolingual child. Basque is a language that lacks gender features and nominal agreement, whereas Spanish classifies nouns into two classes, that is, masculine and feminine, and has determiner phrase internal agreement. The internal architecture of Basque and Spanish differ on two crucial ways: the presence or absence of agreement and the presence or absence of the syntactic projection ClassP. Hence, the acquisition of gender sheds some light on the internal architecture of the determiner phrase. The studies on gender acquisition by Spanish monolinguals or bilinguals of any combination are not numerous. For this reason, we provide a detailed description of gender development and a thorough analysis of gender errors by a monolingual Spanish child and two Basque–Spanish bilinguals. This study shows that the masculine is not the default gender, neither for the monolingual child analysed nor for bilinguals because both groups overgeneralize masculine as well as feminine. Moreover, none of the children exclusively use the masculine with all nouns at a first stage to converge to target grammar in a subsequent stage. Basque–Spanish bilinguals use masculine determiners with feminine nouns in the majority of contexts from the outset of language acquisition, whereas the monolingual child performs the opposite way. Interestingly, bilinguals require more time to acquire the intricacies of Spanish gender. In other words, they make gender errors even at advanced stages of development, when the monolingual Spanish child studied in this article presents a target-like gender performance. The analysed data show that Basque influences Spanish, resulting in language delay because of the internal architecture of the determiner phrase and to a minor extent by the surface overlap between Spanish and Basque. However, our interpretation is cautious because of the scarcity of such examples and the limited corpus available. [ABSTRACT FROM PUBLISHER]

In bilingual contact environments, personal pronoun systems are relatively impervious to replacement or borrowing. Several Creole languages contain hybrid personal pronoun paradigms, but the language contact environments that resulted in creolization and mixed pronominal systems are no longer in effect, and the mechanisms of pronominal replacement remain unknown. The present analysis is based on data from Zamboangueño Chabacano, a variety of Philippine Creole Spanish that has already undergone at least one set of pronominal replacements in its history, substituting Spanish-derived plural pronouns with pronouns taken from Philippine languages. Due to recent migration, Zamboangueño Chabacano is now in contact with Tagalog, and younger speakers are incorporating the Tagalog second-person singular respect-neutral pronoun ikaw into the Chabacano system. The insertion of ikaw restores the respectful–respect-neutral pronominal distinction originally present in Spanish and found in Philippine languages but lacking in Chabacano. The ease with which a Tagalog pronoun is entering Chabacano is attributed to long-standing popular views that Zamboangueño Chabacano is already a mixed-up language—often regarded as “broken Spanish”—devoid of its own grammar and therefore readily susceptible to any and all intrusions. The use of ikaw as an in-group marker among Zamboangueño youth further aids the addition of the Tagalog pronoun to the Chabacano paradigm. [ABSTRACT FROM AUTHOR]

We administered German and Spanish versions of the Neuroticism Extraversion Openness–Five-Factor Inventory personality inventory to two groups of late bilinguals (second-language learners) of these two languages. Regardless of individuals’ first language, both groups scored higher on Extraversion and Neuroticism when Spanish was the test language. In turn, scores on Agreeability were higher when German was used as the test language. The results are interpreted as evidence for cultural frame shifts consistent with cultural norms associated with the presently used language. Beyond the acquisition of linguistic skills, learning a second language seems to provide individuals with a new range of perceiving and displaying their own personality. [ABSTRACT FROM AUTHOR]

Crosslinguistically, children begin producing the person and number features of personal pronouns in a similar order. This article explored whether the same is true of verbal agreement morphology and evaluated three potential explanatory hypotheses which could account for a universal sequence of the development of phi features: the existence of an innate feature geometry, statistical properties in the input, and the organization of verbal paradigms. I examined these hypotheses in light of data from 20 bilingual children aged 2;00–3;06 years acquiring Basque and Spanish as well as child-directed speech from four adult speakers of Basque and Spanish. The results did not fit the predictions of the feature-geometric analysis nor the frequency-driven approach. However, there is evidence of paradigm building from the children’s early errors in the production of finite verbs. [ABSTRACT FROM PUBLISHER]

This study analyses the scaling and alignment of low and high intonational targets in the speech of 27 children – nine English-speaking, nine Catalan-speaking and nine Spanish-speaking – between the ages of two and six years. We compared the intonational patterns of words controlled for number of syllables and stress position in the child speech to the adult target speech provided by their mothers, and to a dataset of adult-directed speech recorded at a later stage for the purpose of measuring pitch height. A corpus of 624 utterances was elicited using a controlled naming task and analysed within the Autosegmental Metrical framework. Measuring the pitch height and pitch timing of nuclear pitch accents, we found that once the effects of syllable duration are accounted for, young children reach tonal targets with remarkable precision. Overall, the results indicate that the phonetic aspects of intonation are acquired from a very early age. Even the youngest children show adult-like alignment of the low target, although mastery of the high target increases with age. Young Spanish-speaking children, however, show a more precise attainment of pitch scaling and alignment of their (high) tonal targets than do Catalan and English children; where the ambient language lies within a general prosodic typology appears to influence the acquisition of tonal targets. [ABSTRACT FROM PUBLISHER]

This study examined whether type of early language experience provides advantages to heritage speakers over second language (L2) learners with morphology, and investigated knowledge of gender agreement and its interaction with diminutive formation. Diminutives are a hallmark of Child Directed Speech in early language development and a highly productive morphological mechanism that facilitates the acquisition of declensional noun endings in many languages (Savickienė and Dressler, 2007). In Spanish, diminutives regularize gender marking in nouns with a non-canonical ending. Twenty-four Spanish native speakers, 29 heritage speakers and 37 L2 learners with intermediate to advanced proficiency completed two picture-naming tasks and an elicited production task. Results showed that the heritage speakers were more accurate than the L2 learners with gender agreement in general, and with non-canonical ending nouns in particular. This study confirms that early language experience and the type of input received confer some advantages to heritage speakers over L2 learners with early-acquired aspects of language, especially in oral production. [ABSTRACT FROM PUBLISHER]

Interval-based rhythm metrics were applied to the speech of English, Catalan and Spanish 2, 4 and 6 year-olds, and compared with the (adult-directed) speech of their mothers. Results reveal that child speech does not fall into a well-defined rhythmic class: for all three languages, it is more ‘vocalic’ (higher %V) than adult speech and has a tendency towards lower variability (when normalized for speech rate) in vocalic interval duration. Consonantal interval variability, however, is higher in child speech, particularly for younger children. Nevertheless, despite the identification of common, cross-linguistic patterns in child speech, the emergence of language-specific rhythmic indices is also clearly observable, even in the speech of 2 year-olds. [ABSTRACT FROM PUBLISHER]

Spanish is one of the most widely spoken languages in the world. Quechua is the largest indigenous language family to constitute the first language (L1) of second language (L2) Spanish speakers. Despite sheer number of speakers and typologically interesting contrasts, Quechua–Spanish second language acquisition is a nearly untapped research area, due to the marginalization of Quechua-speaking people. This review considers contributions to the field of second language acquisition gleaned from studying the grammars of Quechua speakers who learn Spanish as well as monolingual Quechua and Spanish speakers in the contact area. Contribution to the documentation and revitalization of the Quechua languages is discussed as an ethical and scientific imperative. [ABSTRACT FROM AUTHOR]

In this article the authors argue that L1 transfer from English is not only important in the early stages of L2 acquisition of Spanish, but remains influential in later stages if there is not enough positive evidence for the learners to progress in their development (Lefebvre, White, & Jourdan, 2006). The findings are based on analyses of path and manner of movement in stories told by British students of Spanish (N = 68) of three different proficiency levels. Verbs that conflate motion and path, on the one hand, are mastered early, possibly because the existence of Latinate path verbs, such as enter and ascend in English, facilitate their early acquisition by British learners of Spanish. Contrary to the findings of Cadierno (2004) and Cadierno and Ruiz (2006), the encoding of manner, in particular in boundary crossing contexts, seems to pose enormous difficulties, even among students who had been abroad on a placement in a Spanish-speaking country prior to the data collection. An analysis of the frequency of manner verbs in Spanish corpora shows that one of the key reasons why students struggle with manner is that manner verbs are so infrequent in Spanish. The authors claim that scarce positive evidence in the language exposed to and little or no negative evidence are responsible for the long-lasting effect of transfer on the expression of manner. [ABSTRACT FROM AUTHOR]

This article aims to explore the psycholinguistic processing issues, in terms of the type of transfer that they exemplify, needed to account for in the emergence of two mixed languages and a mixed register with a Quechua structure: Media Lengua (Ecuador) and Kallawaya (Bolivia), both relexified varieties within the Quechua language family, and bilingual mixed songs in Peru, waynos. The two issues that require most attention are (1) the mental status of roots vs affixes in the transfer process; (2) the possibility of manipulating lexical access in transfer. The languages and the register share a number of structural features, but are sociolinguistically totally different. In Media Lengua the lexicon comes from a ‘new’ language (Spanish), and in Kallawaya from an ‘old’ language (Puquina). Media Lengua is an informal community language, while Kallawaya is a ritual healing language only used by male adults. Waynos are a very popular musical genre in large parts of the southern Andes in Peru. The root/suffix asymmetries in the mixed languages are confronted with the mirror phenomenon of Spanish suffixes that occur in Quechua, to help us further understand the processing issues involved. [ABSTRACT FROM AUTHOR]

In this study, we test the hypothesis that code-switching promotes grammatical convergence by investigating Spanish first-person singular subject (yo ‘I’) expression in bilingual conversations of New Mexican speakers of Spanish and English. We find that variable yo expression in New Mexican Spanish follows the same grammatical patterning as has been identified for non-contact varieties, and that this is the case regardless of the degree of bilingualism of the speakers. We observe a slightly higher rate of subject expression in the presence of code-switching; however, this is found to be attributable not to the code-switching per se, but to the presence of an English expressed first-person singular subject (I) in the preceding discourse. We interpret this as a cross-linguistic priming effect, and note that the presence of I increases the proportion of first singular subjects that occur in the context where the previous coreferential subject was expressed (be that Spanish yo or English I), an environment that favors yo expression. We conclude that, despite prolonged contact, the data do not support Spanish convergence with English in this variety, nor code-switching as a mechanism of language change. Instead, multivariate analyses indicate that cross-linguistic priming may play a role in ostensible contact-induced change by modestly raising the rate of a superficially similar construction, without accompanying changes in language-particular grammatical patterns. [ABSTRACT FROM PUBLISHER]

This article investigates how Latin American women who migrate to the US frame their language experiences through narratives told in sociolinguistic interviews. As narratives reflect and shape social realities and relationships, narrative analysis can illuminate how individuals position themselves relative to language obstacles and ideologies, thus providing insights into processes that are central to the migration experiences of millions of individuals. We found that women related two types of stories: language conflict narratives, in which language was presented as part of a broader ethnic or social conflict, and language difficulty narratives, which focused on individual, personal problems with language experienced by protagonists. Our analysis illustrates how interviewers' questions, and the interviewees' language conflict narratives in particular, confirm, reproduce, but also contest central language ideologies and dominant discourses about migration in the US. [ABSTRACT FROM AUTHOR]

The aim of this study is to examine patterns of segmentation and temporal structuring of events in early bilinguals. The participant group consists of 25 L1 Spanish — L2 Swedish adult bilinguals residing in Sweden, with ages of L2 acquisition ranging from 1 to 11 years. There were 15 native speakers of Swedish and 15 native speakers of Spanish engaged as monolingual controls. The participants provided online-retellings in both languages of an excerpt from the film Modern Times. The bilinguals’ L1 and L2 retellings were compared with those of the monolingual speakers of the respective languages. The results indicated that the bilinguals resorted to the same event segmentation strategies in both L1 and L2, opting for an intermediate degree of event resolution. This behavior fell in between the monolingual Spanish high degree of resolution and the monolingual Swedish low degree of resolution. As for temporal structuring patterns, the results showed that the bilinguals in their L2 converged with the Swedish monolingual controls, linking the events by means of anaphoric adverbials (i.e., ‘x then y’). The bilinguals also converged with the Spanish-speaking controls in their L1 perspectivation patterns, as both groups left the temporal relation between the events to be inferred and focused on ongoingness (i.e., now x, now y). These findings are discussed in terms of convergence and co-existence of conceptual patterns (Pavlenko, 1999, 2008). [ABSTRACT FROM PUBLISHER]

Bilingualism may provide an advantage to older adults on inhibitory control tasks. This study examined the effects of bilingualism (balanced and non-balanced) on inhibitory control using simple and complex Simon tasks with samples of younger and older Spanish—English bilinguals (N = 125) and English monolinguals (N = 108). Results revealed a bilingual advantage on the simple task but not on the complex Simon task. Results suggest that bilingualism increases skills that are associated with selective attention when working memory demands are low. [ABSTRACT FROM PUBLISHER]

The general literature on the phonetic correlates of stress agrees that duration, and in stress accent languages, F0 are consistent correlates of stress. However, the role of amplitude changes in the speech signal is more controversial. In particular, the conflicting results of spectral tilt as a correlate of stress have been attributed to the effects of vowel reduction. We examined the stress correlates of duration, overall intensity and spectral tilt in Catalan and Spanish in both accented and unaccented contexts while controlling for formant frequency differences between morphologically corresponding vowels in stressed and unstressed environments by comparing vowels that maintain the same quality across stress contexts with those that do not. Duration was a consistent stress correlate in all vowels in both languages, regardless of their formant frequency differences across stress contexts and of the absence of pitch accents. In fact, stress-related formant frequency differences between corresponding vowels amplify the duration cues to the stress contrast. On the other hand, the use speakers made of intensity was not as pervasive as that of duration. Specifically, changes in spectral tilt were significant only in Catalan and in those vowels that alternate a more open and peripheral realization in stressed syllables with a mid-central realization in unstressed syllables, indicating that spectral tilt is related to the formant frequency differences linked to the centralization processes rather than to the stress contrast. [ABSTRACT FROM PUBLISHER]

This article addresses the role of previously acquired languages in the acquisition of a third language (L3) in two experimental studies on object expression in Brazilian Portuguese (BP). Participants were English-speaking learners of BP as L3 with knowledge of Spanish as a second language (L2) and Spanish-speaking learners of BP with knowledge of English as L2. Like Spanish, BP has object clitic pronouns, but there are important differences between the two languages with respect to the rates of clitics used in spoken and written registers, null objects and the position of clitics with respect to the verb. English, by contrast, lacks object clitics. Study 1 tested use of clitics and other objects in an oral production task. Study 2 tested knowledge of clitic placement in a written acceptability judgment task. The general results of the two studies show that acquisition of Brazilian Portuguese object expression is not very problematic but there are transfer effects from Spanish (as L1 and L2) in the two experimental groups. This result suggests that structural similarity or cross-linguistic correspondences matter in L3 acquisition. [ABSTRACT FROM AUTHOR]

The effects of language transfer have been amply documented in second language (L2) acquisition and, to a lesser extent, in the language contact/loss literature (Cook, 2003). In both cases, the stronger and often dominant language encroaches into the structure of the less dominant language in systematic ways. But are transfer effects in these two situations comparable: is first language (L1) influence in adult L2 learners similar to L2 influence in the L1 of early bilinguals? The current study addresses this question by investigating knowledge of Spanish clitics, clitic left dislocations, and differential object marking (DOM) in 72 L2 learners and 67 Spanish heritage speakers. The contact language, English, is assumed to not instantiate these syntactic properties. Results of an oral production task and a written acceptability judgment task indicated overall advantages for the heritage speakers in some areas, but similar effects of transfer from English in the two groups. Transfer effects were less pronounced with core aspects of grammar (syntax proper in the case of clitics) than with aspects of grammar that lie at the interfaces of syntax and semantics/pragmatics, as in the case of clitic left dislocations and DOM. These findings have implications for current views on the vulnerability of certain linguistic interfaces in language development (Sorace, 2004; Serratrice et al., 2004; Tsimpli and Sorace, 2006; White, 2009) and for theories that stress the role of age in L2 acquisition and permanent transfer effects. [ABSTRACT FROM AUTHOR]