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Journal articles on the topic 'Spanish language Second language acquisition. Spanish language'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

Leung, Yan-kit Ingrid. "Verb morphology in second language versus third language acquisition." EUROSLA Yearbook 6 (July 20, 2006): 27–56. http://dx.doi.org/10.1075/eurosla.6.05leu.

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This paper reports an experimental study on L2 vs. L3 Spanish morphological representation. A total of 19 Spanish learners (10 Chinese native speakers who are upper intermediate to advanced L2 English users as well as 9 English native speakers who do not speak a prior language without overt morphology) participated in the study. A written production task using Spanish nonce verbs was used to elicit regular and irregular forms of Spanish past participles. The study revealed differences between native and non-native Spanish speakers but ones that are still compatible with an approach which posit

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Park, Hyeson. "A minimalist approach to null subjects and objects in second language acquisition." Second Language Research 20, no. 1 (2004): 1–32. http://dx.doi.org/10.1191/0267658304sr228oa.

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Studies of the second language acquisition of pronominal arguments have observed that: (1) L1 speakers of null subject languages of the Spanish type drop more subjects in their second language (L2) English than first language (L1) speakers of null subject languages of the Korean type and (2) speakers of Korean-type languages drop more objects than subjects in their L2 English. An analysis of these two asymmetries is conducted within the Minimalist Program framework (MP), which hypothesizes that language acquisition involves the learning of formal features of a target language.I propose, based

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Kalt, Susan E. "Spanish as a second language when L1 is Quechua: Endangered languages and the SLA researcher." Second Language Research 28, no. 2 (2012): 265–79. http://dx.doi.org/10.1177/0267658311426844.

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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

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Merritt, Haily. "Language Mode Influences Language-Specific Categorization." IU Journal of Undergraduate Research 4, no. 1 (2018): 118–23. http://dx.doi.org/10.14434/iujur.v4i1.24536.

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The present study aims to fill a gap at the intersection of the phenomena of language mode—the state of activation of the bilingual’s languages and language processing mechanisms—and the subset problem—issues learners face when the second language has fewer of some kind of contrast than the first language. When the subset problem is present in second language acquisition, learners may struggle to acquire specific contrasts of a language and may map them incorrectly to their first language. By studying advanced learners of Spanish and considering language mode, we are able to investigate whethe

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Smith, Daniel. "Spanish and English contact and morpheme acquisition." Normas 7, no. 2 (2017): 297. http://dx.doi.org/10.7203/normas.v7i2.11166.

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Regarding the order of morpheme acquisition in both first language (L1) and second language (L2) acquisiton there appears to be a so-called 'natural order' of acquisition. In addition, there are peculiarities which are part of the morphosyntax of any language influencing the order of morpheme acquisition in L2, whether it be from the L1, or as in the case of simultaneous bilinguals, another L1. We use Myers-Scotton's (2002) 4-M model to help us analyze and discuss the data. The analysis shows a tendency for speakers to acquire language morphology in a natural order, regardless of the L1, but w

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Slabakova, Roumyana. "THE COMPOUNDING PARAMETER IN SECOND LANGUAGE ACQUISITION." Studies in Second Language Acquisition 24, no. 4 (2002): 507–40. http://dx.doi.org/10.1017/s0272263102004011.

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This article presents an experimental study investigating the compounding parameter in the L2 Spanish interlanguage of English and French NSs in light of the Subset Principle and its predictions for the process of L2 development. The compounding parameter (Snyder, 1995, 2001) argues that languages permit complex predicate constructions like verb particles, resultatives, and double objects if and only if they can productively form N-N compounds. English exhibits the plus value of the parameter, allowing N-N compounds and the related constructions, whereas in Spanish and French these compounds a

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MCDONALD, JANET L. "Grammaticality judgments in a second language: Influences of age of acquisition and native language." Applied Psycholinguistics 21, no. 3 (2000): 395–423. http://dx.doi.org/10.1017/s0142716400003064.

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Native Spanish early and late acquirers of English as well as native Vietnamese early and child acquirers of English made grammaticality judgments of sentences in their second language. Native Spanish early acquirers were not distinguishable from native English speakers, whereas native Spanish late acquirers had difficulty with all aspects of the grammar tested except word order. Native Vietnamese early acquirers had difficulty with those aspects of English that differ markedly from Vietnamese. Native Vietnamese child acquirers had more generalized problems, similar to those of native Spanish

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Leow, Ronald P., Barbara A. Lafford, and Rafael Salaberry. "Spanish Second Language Acquisition: State of the Science." Hispania 88, no. 1 (2005): 149. http://dx.doi.org/10.2307/20063105.

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Savickienė, Inga, Laura Raščiauskaitė, Aušra Jankauskaitė, and Loreta Alešiūnaitė. "Teaching Spanish in Secondary School of Lithuania: Possibilities and Challenges of Spanish Teacher in 21st Century." Sustainable Multilingualism 13, no. 1 (2018): 239–60. http://dx.doi.org/10.2478/sm-2018-0020.

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Summary Integration into the European Union, increasing communication and cooperation between countries have brought an extensive interest in foreign languages and the need for foreign language teaching and learning has been recognized by the developers of Lithuanian education policy as an inseparable component of personal development. Teaching and learning of Romanic languages in Lithuania have been popular, exceptional, though varied. French language teaching has old traditions in both formal and non-formal education; while teaching of other Romanic languages (Spanish, Italian, Portuguese, e

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Ionin, Tania, Elaine Grolla, Hélade Santos, and Silvina A. Montrul. "Interpretation of NPs in generic and existential contexts in L3 Brazilian Portuguese." Linguistic Approaches to Bilingualism 5, no. 2 (2015): 215–51. http://dx.doi.org/10.1075/lab.5.2.03ion.

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This paper examines the interpretation of NPs in generic and existential contexts in the acquisition of Brazilian Portuguese (BrP) as a third language (L3) by learners who speak English and a Romance language (Spanish, French or Italian). The paper examines whether transfer / cross-linguistic influence is from English, Spanish/French/Italian, or both, and whether it matters which language is the learners’ first language (L1) vs. their second language (L2). An Acceptability Judgment Task of NP interpretation in BrP is administered to L1-English L2-Spanish/French/Italian and L1-Spanish L2-Englis

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Mitchell, Rosamond, Laura Domínguez, María J. Arche, Florence Myles, and Emma Marsden. "SPLLOC: A new database for Spanish second language acquisition research." EUROSLA Yearbook 8 (August 7, 2008): 287–304. http://dx.doi.org/10.1075/eurosla.8.15smit.

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The contribution of Spanish to the field of SLA continues to grow (Lafford & Salaberry 2003; Montrul 2004), and the need for good L2 Spanish datasets is becoming increasingly evident. In this paper we introduce a newly created database titled Spanish Learner Language Oral Corpus (SPLLOC), describing the rationale underlying the database design and methodology used for its construction. This project applying CHILDES tools to L2 Spanish follows successful creation of a collection of French L2 oral corpora (Rule et al. 2003), already available at www.flloc.soton.ac.uk. Creating a successful o

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Carroll, Mary, Jorge Murcia-Serra, Marzena Watorek, and Alessandra Bendiscioli. "THE RELEVANCE OF INFORMATION ORGANIZATION TO SECOND LANGUAGE ACQUISITION STUDIES." Studies in Second Language Acquisition 22, no. 3 (2000): 441–66. http://dx.doi.org/10.1017/s0272263100003065.

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The present cross-linguistic study deals with the relevance of principles of information organization in adult second language acquisition. It looks at typological features of information structure that allow speakers to organize and shape the flow of information when carrying out complex tasks, such as giving a description, and pinpoints factors that lead to the selection of linguistic form. At the focus of our attention are means used in reference introduction, such as existential and locational constructions, the morphosyntactic forms of expressions applied in reference maintenance, and wor

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Hudgens Henderson, Mary, Miho Nagai, and Weidong Zhang. "What languages do undergraduates study, and why?" Proceedings of the Linguistic Society of America 5, no. 1 (2020): 722. http://dx.doi.org/10.3765/plsa.v5i1.4704.

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Language attitudes and motivations are among the most important factors in language acquisition that condition the language learning outcomes. College students enrolled in first-semester and second-semester courses of Chinese, Japanese, and Spanish at a Midwest American university completed a survey eliciting instrumental motivations, integrative motivations, and language attitudes. The purpose of this study was to examine the perceptions the learners of that language(s) held and how their language attitudes and motivations correlate with specific world languages. There was strong interest in

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Montrul, Silvina. "First-language-constrained variability in the second-language acquisition of argument-structure-changing morphology with causative verbs." Second Language Research 17, no. 2 (2001): 144–94. http://dx.doi.org/10.1177/026765830101700202.

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This article presents three related experiments on the acquisition of two classes of causative verbs: physical change of state verbs with agentive subjects (e.g., English break) and psychological change of state verbs with experiencer objects (e.g., English frighten) in English, Spanish and Turkish as second languages by speakers whose native languages are English, Spanish, Turkish and Japanese. These verbs participate in the causative/inchoative alternation crosslinguistically, but the morphological expression of the alternation varies in the four languages. English has predominantly zero-mor

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Božinović, Nikolina, and Barbara Perić. "The role of typology and formal similarity in third language acquisition (German and Spanish)." Strani jezici 50, no. 1 (2021): 9–30. http://dx.doi.org/10.22210/strjez/50-1/1.

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The focus of this study is the role of previously acquired languages in the acquisition of a third language (L3). It is focused on cross-linguistic influences (CLI) in German/Spanish third lan- guage acquisition (TLA) by learners with Croatian first language (L1) and English second language (L2). Participants in this study were third-year undergraduate students at Roch- ester Institute of Technology’s subsidiary in Croatia (RIT Croatia). All the participants had exclusively Croatian as L1, English as L2, and were learning German and Spanish as L3 at the time of the study. The present study inv

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De La Colina, Maria G., Roxane Cuellar Allsup, and Judy A. Leavell. "Becoming a Fluent Spanish Reader: Accelerating Second Language Acquisition." International Journal of Learning: Annual Review 11, no. 1 (2005): 0. http://dx.doi.org/10.18848/1447-9494/cgp/v11/45180.

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HURTADO, LUZ MARCELA, and CHELSEA ESTRADA. "Factors Influencing the Second Language Acquisition of Spanish Vibrants." Modern Language Journal 94, no. 1 (2010): 74–86. http://dx.doi.org/10.1111/j.1540-4781.2009.00984.x.

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Lam, Yvonne. "Spanish Second Language Acquisition: State of the Science (review)." Canadian Modern Language Review / La revue canadienne des langues vivantes 61, no. 4 (2005): 592–94. http://dx.doi.org/10.1353/cml.2005.0033.

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Barcroft, Joe. "Effects of sentence writing in second language lexical acquisition." Second Language Research 20, no. 4 (2004): 303–34. http://dx.doi.org/10.1191/0267658304sr233oa.

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This study compared the effects of writing new words in sentences with word picture repetition learning alone. Second language (L2) Spanish learners attempted to learn 24 new Spanish words in one of two conditions while viewing word picture pairs. In Experiment 1, in the no sentence writing condition, the participants viewed 4 repetitions of each word for 6 seconds each. In the sentence writing condition, they viewed 1 repetition of each word for 48 seconds and were asked to write the word in a Spanish sentence. In Experiment 2, the participants were shown one repetition of each word for 24 se

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Meisel, Jürgen M. "Remarks on the acquisition of Basque–Spanish bilingualism." International Journal of Bilingualism 17, no. 3 (2012): 392–99. http://dx.doi.org/10.1177/1367006912438990.

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This commentary on the preceding six articles focuses on three issues concerning simultaneous and successive acquisition in early childhood which are addressed directly or indirectly in the contributions under discussion. The first issue concerns crosslinguistic interaction. It is argued that the evidence presented here speaks in favour of autonomous grammatical development in simultaneous bilingualism. Crosslinguistic interaction seems to happen only when grammatical knowledge is activated, i.e. in language use. The second problem area discussed here concerns the respective roles of input, un

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Enriquez, Javier Julian. "Metaphorical and Strategic Competence in the Spanish Language Teaching Classroom as a Foreign Language through Task-Based Learning Methodology." JURNAL PENDIDIKAN PROFESI GURU INDONESIA (JPPGI) 1, no. 1 (2021): 1–10. http://dx.doi.org/10.30598/jppgivol1issue1page1-10.

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This article focuses on highlighting the application of discourse analysis in the Spanish Language Teaching as a Foreign Language. Especially, it does emphasize the importance of the conceptual fluency acquisition, as a strategic competence in particular, and as a communicative competence in general for non-native speakers of other languages enrolled in Spanish courses as a foreign language. That is, it does draw attention to Metaphorical Competence (MC), which can be defined as the ability to acquire, create, and interpret metaphors in the target language. For this purpose, we have chosen a G

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Williams, Joshua, Isabelle Darcy, and Sharlene Newman. "Second Language Working Memory Deficits and Plasticity in Hearing Bimodal Learners of Sign Language." Psychology of Language and Communication 19, no. 2 (2015): 128–48. http://dx.doi.org/10.1515/plc-2015-0008.

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AbstractLittle is known about the acquisition of another language modality on second language (L2) working memory (WM) capacity. Differential indexing within the WM system based on language modality may explain differences in performance on WM tasks in sign and spoken language. We investigated the effect of language modality (sign versus spoken) on L2 WM capacity. Results indicated reduced L2 WM span relative to first language span for both L2 learners of Spanish and American Sign Language (ASL). Importantly, ASL learners had lower L2 WM spans than Spanish learners. Additionally, ASL learners

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Lee, Juyeon, Soyoung Park, and Michael Heinz. "Exploring patterns of article use by advanced Korean learners of English and Spanish." International Review of Applied Linguistics in Language Teaching 56, no. 1 (2018): 79–101. http://dx.doi.org/10.1515/iral-2018-0187.

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AbstractIt has been widely recognized in the field of second language acquisition that language learners tend to struggle with the acquisition of articles when their first languages (L1) do not have a similar linguistic system. Thus, various L1 effects on the usage of articles have been studied. In this context, the present study examined how the same L1 (i. e., Korean) would influence article usage in two different languages (i. e., English and Spanish). Specifically, advanced learners of English and advanced learners of Spanish performed a task of consecutive interpreting from Korean to Engl

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Montrul, Silvina, Rejanes Dias, and Hélade Santos. "Clitics and object expression in the L3 acquisition of Brazilian Portuguese: Structural similarity matters for transfer." Second Language Research 27, no. 1 (2010): 21–58. http://dx.doi.org/10.1177/0267658310386649.

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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

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Uribe-Enciso, Olga Lucía, Sol Smith Fuentes Hernandez, Karla Lizeth Vargas Pita, and Anderson Steve Rey Pabón. "Problematic Phonemes for Spanish-speakers’ Learners of English." GIST – Education and Learning Research Journal, no. 19 (December 12, 2019): 215–38. http://dx.doi.org/10.26817/16925777.701.

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When learning English, learners might face a challenging task in mastering pronunciation due to differences in both languages such as sound-to-letter correspondence, size of phoneme inventory, allophonic realization of sounds, place and manner of articulation, among others. Therefore, the purpose of this paper is to review both theoretical and research reports on the most problematic sounds for Spanish-speakers English language learners. Approaches to second language learners’ errors like Contrastive Analysis and Error Analysis although being criticized have contributed to identifying likely c

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Levy, Benjamin J., Nathan D. McVeigh, Alejandra Marful, and Michael C. Anderson. "Inhibiting Your Native Language." Psychological Science 18, no. 1 (2007): 29–34. http://dx.doi.org/10.1111/j.1467-9280.2007.01844.x.

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After immersion in a foreign language, speakers often have difficulty retrieving native-language words—a phenomenon known as first-language attrition. We propose that first-language attrition arises in part from the suppression of native-language phonology during second-language use, and thus is a case of phonological retrieval-induced forgetting. In two experiments, we investigated this hypothesis by having native English speakers name visual objects in a language they were learning (Spanish). Repeatedly naming the objects in Spanish reduced the accessibility of the corresponding English word

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Spencer, Trina D., Douglas B. Petersen, M. Adelaida Restrepo, Marilyn Thompson, and Maria Nelly Gutierrez Arvizu. "The Effect of Spanish and English Narrative Intervention on the Language Skills of Young Dual Language Learners." Topics in Early Childhood Special Education 38, no. 4 (2018): 204–19. http://dx.doi.org/10.1177/0271121418779439.

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Standards of academic performance place a high demand on students’ English language. To help Spanish-speaking preschoolers who are developing English as a second language meet these demands, researchers recommend strengthening their first language to facilitate development of their second language. Head Start teachers and research assistants delivered 12 Spanish and 12 English language lessons to eight preschoolers in small groups. Lessons targeted storytelling and vocabulary and occurred 4 days a week for 20 min. A multiple-baseline experimental design across groups was used to examine the ef

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LAI, VICKY TZUYIN, GABRIELA GARRIDO RODRIGUEZ, and BHUVANA NARASIMHAN. "Thinking-for-speaking in early and late bilinguals." Bilingualism: Language and Cognition 17, no. 1 (2013): 139–52. http://dx.doi.org/10.1017/s1366728913000151.

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When speakers describe motion events using different languages, they subsequently classify those events in language-specific ways (Gennari, Sloman, Malt & Fitch, 2002). Here we ask if bilingual speakers flexibly shift their event classification preferences based on the language in which they verbally encode those events. English–Spanish bilinguals and monolingual controls described motion events in either Spanish or English. Subsequently they judged the similarity of the motion events in a triad task. Bilinguals tested in Spanish and Spanish monolinguals were more likely to make similarity

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Montrul, Silvina. "Dominant language transfer in adult second language learners and heritage speakers." Second Language Research 26, no. 3 (2010): 293–327. http://dx.doi.org/10.1177/0267658310365768.

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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

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Solon, Megan. "DO LEARNERS LIGHTEN UP?" Studies in Second Language Acquisition 39, no. 4 (2016): 801–32. http://dx.doi.org/10.1017/s0272263116000279.

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This study explores the second language (L2) acquisition of a segment that exists in learners’ first language (L1) and in their L2 but that differs in its phonetic realization and allophonic patterning in the two languages. Specifically, this research tracks development in one aspect of the production of the alveolar lateral /l/ in the L2 Spanish of 85 native English speakers from various levels of study and compares L2 productions to those of native Spanish speakers as well as to learners’ L1 English. Additionally, laterals produced in specific contexts are compared to examine learners’ acqui

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Trévise, Anne, and Rémy Porquier. "Second Language Acquisition by Adult Immigrants: Exemplified Methodology." Studies in Second Language Acquisition 8, no. 3 (1986): 265–75. http://dx.doi.org/10.1017/s0272263100006306.

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The description of second language acquisition by adult immigrants in a natural setting raises specific methodological questions. This paper attempts to clarify some of these problems using the European Project data (Perdue, 1982) in three different areas: (1) the acquisition and use of the over-generalized marker <se> (c'est in target French); (2) the acquisition of reference to time; and (3) the acquisition of reference to space by adult Spanish speakers in France.

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KURINSKI, ELENA, and MARIA D. SERA. "Does learning Spanish grammatical gender change English-speaking adults' categorization of inanimate objects?" Bilingualism: Language and Cognition 14, no. 2 (2010): 203–20. http://dx.doi.org/10.1017/s1366728910000179.

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Second language acquisition studies can contribute to the body of research on the influence of language on thought by examining cognitive change as a result of second language learning. We conducted a longitudinal study that examined how the acquisition of Spanish grammatical gender influences categorization in native English-speaking adults. We asked whether learning the grammatical gender of Spanish affects adult native English speakers' attribution of gender to inanimate objects. College students enrolled in beginning Spanish participated in two tasks repeatedly (four times) throughout one

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Pinto, Derrin. "The acquisition of requests by second language learners of Spanish." Spanish in Context 2, no. 1 (2005): 1–27. http://dx.doi.org/10.1075/sic.2.1.01pin.

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This cross-sectional study in interlanguage pragmatics analyzes the requests employed by English-speaking learners of L2 Spanish, using data collected from university students at four different levels of language learning. The most common request strategies are first identified in a cross-linguistic analysis of Spanish and English and are then compared to the interlanguage data. The requests of lower-level students are found to be more idiosyncratic and pragmatically ambiguous than those of advanced learners, although not necessarily more direct. Advanced learners show signs of improvement, bu

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Barreña, Andoni, and Margareta Almgren. "Object–verb and verb–object in Basque and Spanish monolinguals and bilinguals." International Journal of Bilingualism 17, no. 3 (2012): 337–56. http://dx.doi.org/10.1177/1367006912438993.

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The aim of this article is to analyse the acquisition of object–verb/verb–object word order in Spanish and Basque by monolinguals (L1), early simultaneous bilinguals (2L1) and successive bilinguals, exposed to their second language before ages 5–6 (child L2). In this study, the second language (child L2) is acquired naturalistically, in a preschool setting with no formal instruction for the Basque L2 speakers and by environmental contact for the Spanish L2 speakers. Spanish and Basque are differentiated by their canonical word order as subject–verb–object and subject–object–verb, respectively.

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MONTRUL, SILVINA. "Psycholinguistic evidence for split intransitivity in Spanish second language acquisition." Applied Psycholinguistics 25, no. 2 (2004): 239–67. http://dx.doi.org/10.1017/s0142716404001122.

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This study investigates the acquisition and on-line processing of unaccusative and unergative verbs in second language (L2) Spanish by English-speaking learners. It asks whether L2 learners make a syntactic distinction between the two verb classes and whether there is an effect of semantic subclass, in accordance with a semantic hierarchy. Participants were 35 native Spanish speakers and 44 English-speaking learners of Spanish ranging from intermediate to advanced proficiency. The main task was an on-line visual probe recognition task. Subjects read sentences on a computer screen and had to de

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Hijazo-Gascón, Alberto, and Reyes Llopis-García. "Applied cognitive linguistics and foreign language learning. Introduction to the special issue." International Review of Applied Linguistics in Language Teaching 57, no. 1 (2019): 1–20. http://dx.doi.org/10.1515/iral-2018-2004.

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Abstract This introduction provides an overview of the intersection between Applied Cognitive Linguistics and Second/Foreign Language Learning. First, the relevance of Cognitive Linguistics (CL) for Applied Linguistics in general is discussed. The second section explains the main principles of CL and how each relates to the acquisition of second languages: (i) language and human cognition, (ii) language as symbolic, (iii) language as motivated; and (iv) language as usage-based. Section three offers a review of previous literature on CL and L2s that are different from English, as it is one the

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White, Benjamin, Fei Fei, and Marthe Russell. "Research in second language studies at Michigan State University." Language Teaching 42, no. 4 (2009): 530–35. http://dx.doi.org/10.1017/s0261444809990085.

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The Second Language Studies (SLS) Program was established in 2005 with the express purpose of providing ‘a firm foundation in the field of Second Language Acquisition and its application to current second language research and teaching’ (http://sls.msu.edu). Under the leadership of Professor Susan Gass, the program has grown to include 12 core faculty members and 27 Ph.D. students. As an interdisciplinary program, linkages across the university exist with the Department of Linguistics and Germanic, Slavic, Asian, and African Languages; the Department of French, Classics, and Italian; the Depar

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Bono, Mariana. "L’influence des langues non maternelles dans l’acquisition du SN en espagnol L3." Language, Interaction and Acquisition 1, no. 2 (2010): 251–75. http://dx.doi.org/10.1075/lia.1.2.06bon.

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This article investigates the role of second or non-native languages (L2) in the acquisition of an additional language (L3). We study the impact of cross-linguistic influence on the placement of the adjective in the Noun Phrase. The analysis of oral data from learners of Spanish L3 shows that the position of adjectives departs from the canonical word order of both Spanish L3 and French L1, reflecting the word order that characterizes the other languages known by the speakers, English and German. We will attempt to identify the psycholinguistic factors underlying this phenomenon. Particular att

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Bialystok, Ellen, and Barry Miller. "The problem of age in second-language acquisition: Influences from language, structure, and task." Bilingualism: Language and Cognition 2, no. 2 (1999): 127–45. http://dx.doi.org/10.1017/s1366728999000231.

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Three groups of participants were given a grammaticality judgement test based on five structures of English grammar in both an oral and written form. The first group consisted of native speakers of Chinese, the second, native speakers of Spanish, and the third, native English speakers. The two learner groups were divided into those who had begun learning English at a younger (less than 15 years) or older (more than 15 years) age. Performance was measured for both accuracy of judgement and time taken to respond. The results showed that performance patterns were different for the two learner gro

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Cain, Jacquelin, Marcia Weber-Olsen, and Rosslyn Smith. "Acquisition strategies in a first and second language: are they the same?" Journal of Child Language 14, no. 2 (1987): 333–52. http://dx.doi.org/10.1017/s0305000900012964.

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ABSTRACTWill adults whose native language is English and children whose native language is Spanish follow the same strategies in acquiring the category of noun gender and its functions in Spanish? This investigation shows that there are significant differences in first- and second-language acquisition. Performance on five tasks eliciting responses containing gender agreement was measured for two groups. Results suggest that there is a developmental progression in acquisition of noun gender for both groups. Nevertheless, on tasks containing grammatical and/or semantic conflict, even the linguis

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Zhou, Xiaozhou (Emily), XiaoLing Huang, and Jili He. "Translanguaging in L3 Spanish Classrooms: Practices and Attitudes." Círculo de Lingüística Aplicada a la Comunicación 84 (October 7, 2020): 65–75. http://dx.doi.org/10.5209/clac.71996.

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Abstract. Research into pedagogical translanguaging in second/foreign language education has largely been focused on the interplay between two languages, one of which is usually English. Little attention has been paid to the practice of trilingual translanguaging (translanguaging between three languages), and how this can be helpful in the acquisition of a third language. This study, conducted in two Spanish as a third language classrooms in a Chinese university, aims to explore teachers’ translanguaging practices as well as the teachers’ and students’ attitudes to these practices. Analysis of

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Méndez, Lucía I., and Gabriela Simon-Cereijido. "A View of the Lexical–Grammatical Link in Young Latinos With Specific Language Impairment Using Language-Specific and Conceptual Measures." Journal of Speech, Language, and Hearing Research 62, no. 6 (2019): 1775–86. http://dx.doi.org/10.1044/2019_jslhr-l-18-0315.

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Purpose This study investigated the nature of the association of lexical–grammatical abilities within and across languages in Latino dual language learners (DLLs) with specific language impairment (SLI) using language-specific and bilingual measures. Method Seventy-four Spanish/English–speaking preschoolers with SLI from preschools serving low-income households participated in the study. Participants had stronger skills in Spanish (first language [L1]) and were in the initial stages of learning English (second language [L2]). The children's lexical, semantic, and grammar abilities were assesse

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Bardovi-Harlig, Kathleen. "THE ACQUISITION OF TEMPORALITY IN A SECOND LANGUAGE.Rainer Dietrich, Wolfgang Klein, & Colette Noyau (Eds.). Amsterdam: Benjamins, 1995. Pp. xii + 288. $59.00 cloth." Studies in Second Language Acquisition 20, no. 3 (1998): 423–24. http://dx.doi.org/10.1017/s0272263198213064.

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Imagine a three-year longitudinal study of the acquisition of multiple target languages by learners of different language backgrounds. It may sound like an idealized example from a research-methods lecture, but it is the actual design of the European Science Foundation inquiry into adult second language acquisition and the latest report released by Benjamins, a substantial revision of Volume 5 of the final report on temporality (Bhardwaj, Dietrich, & Noyau, 1988). This volume reports on the acquisition of temporality in five target languages (English, German, Dutch, French, and Swedish) by

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Pérez-Leroux, Ana T., and William R. Glass. "Null anaphora in Spanish second language acquisition: probabilistic versus generative approaches." Second Language Research 15, no. 2 (1999): 220–49. http://dx.doi.org/10.1191/026765899676722648.

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The acquisition of Spanish null pronouns is an optimal domain for comparing the predictions of generativist vs. probabilistic approaches to language acquisition. This paper presents two studies on the acquisition of null subjects by English adult learners of Spanish as a second language. The first investigates a low frequency construction in which the antecedent of the pronoun is a quantifier, and the distribution is regulated by a principle of UG. The second looks at a high frequency context,where the distribution of the null pronoun depends on whether it is interpreted as focus or as discour

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Fernández-Dobao, Ana, and Julia Herschensohn. "Acquisition of Spanish verbal morphology by child bilinguals: Overregularization by heritage speakers and second language learners." Bilingualism: Language and Cognition 24, no. 1 (2020): 56–68. http://dx.doi.org/10.1017/s1366728920000310.

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AbstractThe current study analyzes Spanish present tense morphology with a focus on overregularization. It examines written production from two groups of English/Spanish bilingual children in a dual immersion setting, Spanish heritage language (SHL) speakers (n = 21) and Spanish second language (SL2) learners (n = 41), comparing them to age-matched (nine to ten years old) Spanish majority language children (n = 15). Spanish majority children show full mastery of present tense regular, stem-changing and irregular morphology. SHL children seem to have acquired mastery of regular inflectional mor

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Fenton-Smith, Ben, and Ian Walkinshaw. "Research in the School of Languages and Linguistics at Griffith University." Language Teaching 47, no. 3 (2014): 404–8. http://dx.doi.org/10.1017/s026144481400010x.

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Griffith University is set across five campuses in south-east Queensland, Australia, and has a student population of 43,000. The School of Languages and Linguistics (LAL) offers programs in linguistics, international English, Chinese, Italian, Japanese and Spanish, as well as English language enhancement courses. Research strands reflect the staff's varied scholarly interests, which include academic language and learning, sociolinguistics, second language learning/acquisition and teaching, computer assisted language learning (CALL) and language corpora. This report offers a summary of research

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Alba de la Fuente, Anahí, Maura Cruz Enríquez, and Hugues Lacroix. "Mood Selection in Relative Clauses by French–Spanish Bilinguals: Contrasts and Similarities between L2 and Heritage Speakers." Languages 3, no. 3 (2018): 31. http://dx.doi.org/10.3390/languages3030031.

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In this paper, we explore three issues related to the acquisition of mood selection in Spanish relative clauses by second language (L2) and heritage (HL) speakers of Spanish: (1) whether HL speakers are more native-like than L2 learners; (2) whether the speakers’ performance differs depending on task modality (written vs. oral), since HL speakers are known to perform better in oral tasks and L2 learners tend to do better in written tasks; and (3) whether knowledge of French as an L1/dominant language (DL) has an impact on the acquisition of Spanish subjunctive, since both languages include thi

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Martínez-Gibson, Elizabeth A. "Language Contact: A Study of the Spanish in Two Spanish-Language Presses in Charleston, South Carolina." Journal of Language Contact 9, no. 2 (2016): 335–72. http://dx.doi.org/10.1163/19552629-00902005.

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Past studies analyzing the English influence in Spanish-language press in the United States focused on major cities of large Hispanic populations, such as, Miami, New York or Los Angeles. In recent years, the Hispanic population in the Carolinas has been growing quickly and merits studies equivalent to those of the large cities to analyze the effects of the language contact between Spanish and English. This study analyzes the English influence on the Spanish of two Spanish-language presses available in Charleston, South Carolina. The study analyzed the English influence at different linguistic

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SPECIALE, GIOVANNA, NICK C. ELLIS, and TRACEY BYWATER. "Phonological sequence learning and short-term store capacity determine second language vocabulary acquisition." Applied Psycholinguistics 25, no. 2 (2004): 293–321. http://dx.doi.org/10.1017/s0142716404001146.

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Two studies examined individual cognitive differences affecting the acquisition of second language word forms. Experiment 1 measured 40 undergraduates' ability to learn phonological sequences, their phonological short-term store capacity as indexed by ability to repeat nonwordlike nonwords, and their learning of novel foreign language vocabulary (German) in an experimental task. Phonological sequence learning predicted receptive vocabulary learning. Phonological sequence learning and phonological store capacity made independent additive contributions to productive vocabulary learning. Experime

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Zyzik, Eve, and Clara Azevedo. "WORD CLASS DISTINCTIONS IN SECOND LANGUAGE ACQUISITION." Studies in Second Language Acquisition 31, no. 1 (2009): 1–29. http://dx.doi.org/10.1017/s0272263109090019.

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Although the problem of word class has been explored in numerous first language studies, relatively little is known about this process in SLA. The present study measures second language (L2) learners’ knowledge of word class distinctions (e.g., noun vs. adjective) in a variety of syntactic contexts. English-speaking learners of Spanish from third-semester and third-year courses (N= 240) completed a receptive task that presented contrasting forms belonging to the same word family (e.g.,feliz“happy” andfelicidad“happiness”). The results indicate that learners from both groups are often unable to

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