Chapter 2. The processing of case in intermediate L2 Spanish

Keyword(s):  
2014 ◽  
Vol 47 (3) ◽  
pp. 404-422 ◽  
Author(s):  
Elvis Wagner ◽  
Paul D. Toth
Keyword(s):  

Author(s):  
An Vande Casteele ◽  
Alejandro Palomares Ortiz

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


2021 ◽  
Author(s):  
Sadler Kirk ◽  
John Grinstead ◽  
Holly J. Nibert
Keyword(s):  

1999 ◽  
Vol 2 (3) ◽  
pp. 231-244 ◽  
Author(s):  
Albert Costa ◽  
Alfonso Caramazza

In this study we address the question of how lexical selection is achieved by bilingual speakers during speech production. Specifically, we test whether there is competition between the two lexicons of a bilingual during lexical access. In two picture–word interference experiments we explore the performance of two groups of bilinguals, English–Spanish and Spanish–English proficient bilinguals while naming pictures either in their L1 (Spanish) or in their L2 (Spanish). Picture naming was facilitated when the name of the picture and the distracter word were the “same”, regardless of the language in which the distracter was printed: same-language (e.g., mesa–mesa [table in Spanish]) or different-language pairs (e.g., mesa–table). The magnitude of this facilitatory effect was similar when naming in L1 (Experiment 1) and in L2 (Experiment 2). We also found that naming latencies were slower when the distracter word was semantically related to the picture's name (e.g., mesa–chair), regardless of the language in which the distracter was printed. The results suggest that there is no competition between the two lexicons of a bilingual during lexical access for production. This interpretation favors a model of lexical access in which lexical selection is language-specific both when speaking in L1 and in L2.


Neofilolog ◽  
2021 ◽  
pp. 283-305
Author(s):  
Jolanta Sypiańska

The aim of the article is to investigate cross-linguistic influence (CLI) of foreign languages on the L1 also referred to as L1 drift. The influence is measured by means of the degree of intervocalic stop occlusion in all the languages of L1 Polish, L2 Spanish and L3 English multilinguals. Although Polish is a language with no systemic spirantization of intervocalic stops, the assumption is that if L1 Polish is under the influence of L2 Spanish in multilinguals the degree of intervocalic stop occlusion may be lower in the otherwise non-spirantized context in L1 Polish. The degree of intervocalic stop occlusion is calculated with measures of intensity: Cmin, Vmax; but also with measures of relative intensity used in spirantization research: IntDiff and IntRatio. The results show that only Cmin and Vmax effectively capture the influence of L2 on L1, whereas the extent of the influence is conditioned by how well the speakers master spirantization in their L2 Spanish. Finally, as predicted, the L3 does not constitute a source of influence for the L1.


Author(s):  
María del Carmen Azpiroz

Since the beginning of the 21st century, international education has grown at an extraordinary rate, and even countries like Uruguay, which has not been a recipient country of a significant flow of international students, has experienced an important increase of students from other countries and cultures. L2 Spanish learners from several Chinese universities travel to a Spanish-speaking country in the third year of their major to attend Spanish and culture lessons during two academic semesters. The aim of increasing the knowledge of Chinese approaches to learning is part of the interest of researchers and teachers in expanding their understanding of individual differences in learning. This chapter summarizes the research carried out at Universidad ORT Uruguay that focuses on identifying and understanding L2 (Spanish) strategies to learning.


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