13 results
Search Results
2. Introduction: Language contact in the Andes and universal grammar
- Author
-
Coronel-Molina, Serafín M. and Rodríguez-Mondoñedo, Miguel
- Subjects
- *
LANGUAGE contact , *COMPARATIVE grammar , *LINGUISTICS , *SPANISH language , *BILINGUALISM , *QUECHUA language , *PRESENT tense (Grammar) - Abstract
Abstract: In this paper we offer a panoramic overview of the development of Andean Spanish and Andean Linguistics, from a theoretical point of view of language contact and universal grammar. We discuss how the notion of Andean Spanish came into existence, the issues under debate, and the consequences of different theoretical positions. We also introduce the contents of the papers included in this special issue, and highlight their key points, framing them in the context of the research on universal grammar. The following five areas are covered: (1) the convergence of Quechua and Aymara, (2) the impact of bilingualism on intonation, (3) the sharing of suffixes in contact situations, (4) the modification of the present perfect tense in Spanish in contact with Quechua, and (5) the properties of the Quechua case system from the point of view of contact varieties. Finally, we provide some remarks on bilingual education, and some suggestions for further directions for future research. [Copyright &y& Elsevier]
- Published
- 2012
- Full Text
- View/download PDF
3. CONTEXT OF LEARNING IN THE ACQUISITION OF SPANISH SECOND LANGUAGE PHONOLOGY.
- Author
-
Díaz-Campos, Manuel
- Subjects
LINGUISTICS ,SECOND language acquisition ,SPANISH language ,FOREIGN language education ,PHONETICS - Abstract
Studies in SLA have debated the importance of context of learning in the process of developing linguistic skills in a second language (L2). The present paper examines whether study abroad, as it provides opportunities for authentic L2 context, facilitates the acquisition of Spanish phonology. The corpus of this investigation is composed of speech samples from 46 students of Spanish: 26 studying abroad in Spain and 20 in a regular classroom environment in the United States. The students read a paragraph with 60 target words including segments such as word-initial stops (i.e., [p t k]), intervocalic fricatives (i.e., [β δ χ]), word-final laterals (i.e.,[l]), and palatal nasals (i.e., [n]). The findings reveal the following patterns for both regular classroom and study abroad students across time: (a) similar gain in the case of voiced initial stops and word-final laterals, (b) lack of gain in the case of intervocalic fricatives, and (c) high levels of accuracy in the case of the palatal nasal in the pretest. Concerning the external data, the following factor groups predicted phonological gain among all learners: years of formal language instruction, reported use of Spanish before the semester, reported use of Spanish outside the classroom during the semester (days), reported use of Spanish outside the classroom during the semester (hours), gender, entrance Oral Proficiency Interview, exit Oral Proficiency Interview, and level at which formal instruction began. [ABSTRACT FROM AUTHOR]
- Published
- 2004
- Full Text
- View/download PDF
4. Las semicognadas inglés-español: análisis de su uso en textos académicos.
- Author
-
Escalona-Falcón, Clara Alina
- Subjects
- *
SECOND language acquisition , *FOREIGN language education , *SPANISH language , *ENGLISH as a foreign language , *LINGUISTICS - Abstract
Partial cognates are words in two languages that share similar visual and phonetic features, and its meaning in both can also be similar in some contexts, but different in others. This research article is based on a qualitative methodology, and aims to analyze the use of English- Spanish partial cognates in academic texts produced in English by researchers from Universidad de Oriente, thus Spanish speakers. The sample for this analysis consisted of 22 academic papers, including resumes, doctoral proposals, international scholarship foundations and foundations of collaborative projects, all written as part of the collaboration project Cuba- Belgium VLIR. The main results of this research are the explanation of the use of partial cognates in these texts, and of how they affect the correct transmission of the message. [ABSTRACT FROM AUTHOR]
- Published
- 2017
5. L2 perception of the s-aspirated phone in Spanish.
- Author
-
Gamboa García, Raúl Antonio
- Subjects
SPANISH language ,SECOND language acquisition ,LANGUAGE awareness ,LINGUISTICS ,VARIATION in language ,LANGUAGE ability - Published
- 2022
6. Feature composition in Differential Object Marking.
- Author
-
Guijarro-Fuentes, Pedro
- Subjects
- *
SECOND language acquisition , *SPANISH language , *SEMANTICS , *LINGUISTICS , *PRONOUNS (Grammar) , *PREPOSITIONS , *INTERLANGUAGE (Language learning) - Abstract
In this paper we examine the acquisition of interpretable features in English L2 learners of Spanish by investigating the personal preposition a in Spanish. The presence of a in direct object NPs relates to the animacy/specificity of the NP, the animacy/agentivity of the subject and the semantics of the predicate (Torrego, 1998; Zagona, 2002); that is, personal a is constrained by the interpretability of semantic features. Forty-nine English L2 learners of Spanish of different proficiency levels, and 16 Spanish controls participated in an Acceptability Judgement task. The results showed that L2 learners of Spanish across three proficiency levels behaved differently from native speakers of Spanish. The L2 learners seem to have attained some of the interpretable features (i.e., [±animate]) of the Spanish a-DP direct objects, but reveal delays with others. Nonetheless, our data illustrate partial convergence by advanced learners with the native speakers: some interpretable features are attainable, while others may be less accessible and subject to developmental processes. In analyzing our data we draw on Lardiere’s (2008, 2009) Feature Reassembly Hypothesis, but expanded and extended it in an attempt to critically evaluate and broaden it. [ABSTRACT FROM AUTHOR]
- Published
- 2011
- Full Text
- View/download PDF
7. CASTELLANO VS. ESPAÑOL: PERSPECTIVA PANHISPÁNICA EN LA RIVALIDAD TERMINOLÓGICA.
- Author
-
Andión, M. Antonieta
- Subjects
- *
SPANISH language , *NATIVE language , *SECOND language acquisition , *LINGUISTICS , *EDUCATION policy , *NINETEENTH century , *ENCYCLOPEDIAS & dictionaries - Abstract
Spanish linguistic identity is very solid, but native speakers do not always demonstrate uniformity in their way of denominating the language, "Spanish or Castilian?" Some show synonymy, generally preferring one of the two terms; others opt for the more modern and international term: Spanish. Through the preference of the term "Castilian" we can track the inheritance and influence of 19th century educational politics or a range of circumstantial sociopolitical attitudes which are far removed from the language. In environments in which non-native, second or foreign languages are taught, the language is unanimously denominated ,Spanish; however; above all there exist doubts among non-native teachers and in non-Hispanic countries as to what name should be used to refer to the language. This uncertainty is a reflection of the long-standing controversy abetted by the fact that the very maturity of the Spanish nation as a modern state occurred after its power and language had spread extensively; the terms for the language are therefore consequently controversial as well. This paper studies the constitutions of Hispanic countries in respect to whether or not a name is recognized for their official language (with special attention being given to the Spanish Constitution due to its complexity), and they are contrasted with a study of occurrences of the terms Spanish and Castilian in the Spanish Diachronic corpus (CORDE) and the Present corpus (CREA) of RAE, for all Hispanic countries. Additionally, results of the agreements between the worldwide Academies of the Spanish Language are presented as they are reflected in the definitions in the Diccionario de la Lengua Española (the most updated, electronic version) and the Diccionario Panhispánico de Dudas. [ABSTRACT FROM AUTHOR]
- Published
- 2006
8. THE SOCIAL CONTEXT CONTRIBUTES TO THE INCOMPLETE ACQUISITION OF ASPECTS OF HERITAGE LANGUAGES.
- Author
-
Montrul, Silvina and Silva-Corvalán, Carmen
- Subjects
SPANISH language ,SOCIAL context ,PSYCHOLINGUISTICS ,VARIATION in language ,SECOND language acquisition ,LANGUAGE & languages ,LINGUISTICS ,ADULT-child relationships - Published
- 2019
- Full Text
- View/download PDF
9. Using event-related potentials to track morphosyntactic development in second language learners: The processing of number and gender agreement in Spanish.
- Author
-
Alemán Bañón, José, Fiorentino, Robert, and Gabriele, Alison
- Subjects
MORPHOSYNTAX ,SECOND language acquisition ,SPANISH language ,NEUROPHYSIOLOGY ,ACCURACY - Abstract
We used event-related potentials to investigate morphosyntactic development in 78 adult English-speaking learners of Spanish as a second language (L2) across the proficiency spectrum. We examined how development is modulated by the similarity between the native language (L1) and the L2, by comparing number (a feature present in English) and gender agreement (novel feature). We also investigated how development is impacted by structural distance, manipulating the distance between the agreeing elements by probing both within-phrase ( muy “fruit
-FEM-SG very juicy-FEM-SG ”) and across-phrase agreement ( es “strawberry-FEM-SG is tart-FEM-SG ”). Regression analyses revealed that the learners’ overall proficiency, as measured by a standardized test, predicted their accuracy with the target properties in the grammaticality judgment task (GJT), but did not predict P600 magnitude to the violations. However, a relationship emerged between immersion in Spanish-speaking countries and P600 magnitude for gender. Our results also revealed a correlation between accuracy in the GJT and P600 magnitude, suggesting that behavioral sensitivity to the target property predicts neurophysiological sensitivity. Subsequent group analyses revealed that the highest-proficiency learners showed equally robust P600 effects for number and gender. This group also elicited more positive waveforms for within- than across-phrase agreement overall, similar to the native controls. The lowest-proficiency learners showed a P600 for number overall, but no effects for gender. Unlike the highest-proficiency learners, they also showed no sensitivity to structural distance, suggesting that sensitivity to such linguistic factors develops over time. Overall, these results suggest an important role for proficiency in morphosyntactic development, although differences emerged between behavioral and electrophysiological measures. While L2 proficiency predicted behavioral sensitivity to agreement, development with respect to the neurocognitive mechanisms recruited in processing only emerged when comparing the two extremes of the proficiency spectrum. Importantly, while both L1-L2 similarity and hierarchical structure impact development, they do not constrain it. [ABSTRACT FROM AUTHOR]- Published
- 2018
- Full Text
- View/download PDF
10. The effects of textual enhancement type on L2 form recognition and reading comprehension in Spanish.
- Author
-
LaBrozzi, Ryan M.
- Subjects
READING comprehension ,SPANISH language ,SECOND language acquisition ,LINGUISTICS ,MORPHEMICS - Abstract
Previous research investigating the effectiveness of textual enhancement as a tool to draw adult second language (L2) learners’ attention to the targeted linguistic form has consistently produced mixed results. This article examines how L2 form recognition and reading comprehension are affected by different types of textual enhancement. Participants (n = 109) in the experimental group read a passage that contained one type of textual enhancement (underline, bold, italics, change in font size, use of capital letters or change of font) on the target structure (Spanish present and preterit tense) morphemes. A control group (n = 16) read the same passage without any type of enhancement. To measure L2 form recognition, all groups completed pre- and post-tests consisting of an L2 to first language (L1) translation task. To assess the effects of enhancement type on L2 reading comprehension, the participants completed a 40 item multiple choice test with questions focusing on form or meaning from the reading. Results for the present study revealed that one type of textual enhancement was better than others with regard to facilitating L2 form recognition, and that comprehension was not hindered by enhancement, regardless of enhancement type. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
- View/download PDF
11. SPANISH SECOND LANGUAGE ACQUISITION: STATE OF THE SCIENCE.
- Author
-
Farley, Andrew P.
- Subjects
SPANISH language ,SECOND language acquisition ,LANGUAGE acquisition ,FOREIGN language education ,LINGUISTICS - Abstract
SPANISH SECOND LANGUAGE ACQUISITION: STATE OF THE SCIENCE. Barbara A. Lafford and Rafael Salaberry (Eds.). Washington, DC: Georgetown University Press, 2003. Pp. xii + 332. $39.95 paper. Lafford and Salaberry's new volume provides an overview of the past, present, and anticipated future of SLA theory and research on second language (L2) acquisition of Spanish. Chapters 1-6 summarize some of the major products of Spanish SLA research, whereas chapters 7-9 treat overarching theoretical concerns related to the processes involved in Spanish SLA. The final chapter examines the role of L2 instruction. This accessible work reports on major trends in the field and discusses the results and conclusions of landmark studies published during the last half century. [ABSTRACT FROM AUTHOR]
- Published
- 2004
- Full Text
- View/download PDF
12. Towards effective instruction on aspect in L2 Spanish.
- Author
-
González, Paz
- Subjects
SPANISH language ,SECOND language acquisition ,DUTCH students ,UNIVERSITIES & colleges ,LINGUISTICS ,LANGUAGE & languages ,RECOGNITION (Psychology) ,COLLEGE students ,EDUCATION - Abstract
This study investigates whether L2 instruction on the Spanish aspectual system containing a recognition task of the learners' L1 (Dutch) aspectual system helps the learner to understand and interiorise the L2 system. Second year Dutch university students (N=20) took part in the experiment. In weekly groups of two to four, the students received the experimental instruction and completed three tests with standardised exercises and eight weekly compositions. Results on both the tests and the compositions show that experimental instruction positively affects the performance of the students. Instruction involving a recognition task where Dutch students of Spanish are made aware of how the aspectual system works in their own language allows them to understand the L2 aspectual system better than if the differences and similarities between the two languages are not presented. [ABSTRACT FROM AUTHOR]
- Published
- 2008
- Full Text
- View/download PDF
13. SELECCIÓN Y DISTRIBUCIÓN DE LOS PRONOMBRES EN EL ESPAÑOL L2 DE LOS HABLANTES DE ÁRABE
- Author
-
Aurora Bel and Estela García-Alcaraz
- Subjects
Linguistics and Language ,Spanish language ,Overt pronoun ,Anáfora ,Language and Linguistics ,lcsh:P1-1091 ,Selection (linguistics) ,Adquisición de segundas lenguas ,Pronombre nulo ,Anaphora ,Personal pronoun ,Narrative ,Control (linguistics) ,Null pronoun ,Coreference ,Lengua oral ,Oral language ,Linguistics ,Antecedent (grammar) ,lcsh:Philology. Linguistics ,Language transfer ,lengua escrita ,Lengua escrita ,Written language ,Pronombre explícito ,Second language acquisition ,Psychology - Abstract
[EN] Taking the Position of Antecedent Hypothesis, Carminati (2002), and the works of Alonso-Ovalle et al. (2002) regarding the Spanish language as a starting point, this paper investigates third person personal pronouns, null and overt, in non-native discourse. Specifically, we examine whether pronouns show preferences in their selection of antecedents, if they perform a particular discursive function and to what extent language transfer can explain the similarities and differences between native and non-native discourse. We work with narrative oral and written texts produced semi-spontaneously by two experimental groups: adolescent bilingual Spanish-Dariya (Moroccan Arabic) and L2 Spanish learners with L1 Dariya. The results show a certain specialization of the pronouns to establish coreference and to carry out a particular discursive function. Furthermore, L2 Spanish learners may not benefit from the positive transfer of their L1 and the knowledge and usage of the Spanish language by the bilingual subjects may not be totally comparable to the control group, [ES] Partiendo de la Hipótesis de la Posición del Antecedente, Carminati (2002), y de los trabajos de Alonso-Ovalle et al. (2002) para el español, en este trabajo investigamos si en el discurso no nativo los pronombres personales de tercera persona, nulo y explícito, muestran preferencias en la selección de sus antecedentes, si cumplen una función discursiva determinada y hasta qué punto la transferencia puede explicar las similitudes y diferencias entre el discurso nativo y no nativo. Trabajamos con textos narrativos orales y escritos de producción semiespontánea de dos grupos experimentales: adolescentes bilingües español-dariya y aprendices de español L2 con dariya L1. Los resultados muestran cierta especialización de los pronombres para establecer correferencia y cumplir una función discursiva determinada. Asimismo, los aprendices de E/L2 no se beneficiarían de la transferencia positiva de su L1 y el conocimiento y uso de la lengua española de los bilingües no sería totalmente equiparable al de los controles., Este trabajo se ha realizado en el marco del proyecto Periferias: tópicos y argumentos en la adquisición y contacto de lenguas (FFI2009-09349) y ha sido parcialmente financiado por el Ministerio de Educación mediante el proyecto mencionado y el Programa de Formación del Profesorado Universitario.
- Published
- 2011
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.