scholarly journals Paradigmatic Uniformity: Evidence from Heritage Speakers of Spanish

Languages ◽  
2022 ◽  
Vol 7 (1) ◽  
pp. 14
Author(s):  
José Camacho
Keyword(s):  
Likert Scale ◽  
Surface Form ◽  
Heritage Speakers ◽  
Verb Agreement ◽  
Third Person ◽  
Heritage Speakers Of Spanish ◽  
Surface Similarity ◽  
Default Form ◽  
Stress Patterns

Subject-verb agreement mismatches have been reported in the L2 and heritage literature, usually involving infinitives, analyzed as default morphological forms for fully specified T-heads. This article explores the mechanisms behind these mismatches, testing two hypotheses: the default form and the surface-similarity hypotheses. It compares non-finite and finite S-V mismatches with subjects with different persons, testing whether similarity with other paradigmatic forms makes them more acceptable, controlling for the role of verb frequency. Participants were asked to rate sentences on a Likert scale that included (a) infinitive forms with first, second and third person subjects, and (b) third person verbal forms with first, second and third person subjects. Two stem-stressed verbs (e.g., tra.j-o ‘brought.3p.past’) and two affix-stressed verbs (e.g., me.ti-o ‘introduced.3p.past’), varying in frequency were tested. Inflectional affixes of stem-stressed verbs are similar to other forms of the paradigm both phonologically and in being unstressed (tra.j-o ‘brought.3p.past’ vs. trai.g-o ‘bring.1 p.pres’), whereas affixes of affix-stressed verbs have dissimilar stress patterns (me.ti-o ´introduced.3p.past’ vs. me.t-o ‘introduce.1p.pres’). Results show significantly higher acceptability for finite vs. non-finite non-matching, and for 1st vs. 2nd person subjects. Stem-stressed verbs showed higher acceptability ratings than affix-stressed ones, suggesting a role for surface-form correspondence, partially confirming previous findings.

scholarly journals Feature Matching Does Not Equal Convergence: Acquisition of L2 French Accusative Pronouns by L1 Spanish Speakers

Languages ◽  
2021 ◽  
Vol 6 (3) ◽  
pp. 144
Author(s):  
Elena Shimanskaya ◽  
Tania Leal
Keyword(s):  
Feature Matching ◽  
Native Speakers ◽  
Spanish Speakers ◽  
Formal Similarity ◽  
Considerable Difficulty ◽  
Feature Reassembly ◽  
The Feminine ◽  
Third Person ◽  
Surface Similarity

Our study aims to determine whether formal similarity between two languages (operationalized via the Feature Reassembly Hypothesis) allows adult L2 learners of French (Spanish native speakers; NSs) to straightforwardly acquire third-person singular accusative clitics in their L2. Additionally, we examined the role of surface similarity, since French and Spanish overlap and diverge in several ways. In terms of formal similarity, third-person accusative clitic pronouns in Spanish are almost perfect analogues of their French counterparts. In terms of surface similarity, however, while the feminine accusative pronouns are identical (“la” [la]), the masculine ones differ in Spanish (“lo” [lo]) and French (“le” [lǝ]). Participants included French NSs (n = 26) and Spanish-speaking L2 French learners (n = 36). Results from an offline forced-choice picture selection task and an online self-paced reading task did not support the Feature Reassembly Hypothesis because learners showed considerable difficulty with the interpretation and processing of these pronouns, revealing that, unlike French NSs, their interpretations and processing are guided by the feature [±Human] and, to a lesser degree, by gender, which might be due to the surface-level similarity between feminine accusative clitic pronouns in both languages.

scholarly journals Interpreting Accent Marks as Hiatus Indicators: Syllabification Intuitions for io Sequences in US Spanish

2020 ◽  
Author(s):  
Mary Elizabeth Beaton
Keyword(s):  
Language Learners ◽  
Second Language Learners ◽  
Lexical Stress ◽  
Heritage Speakers ◽  
Reading Task ◽  
Spanish Phonology ◽  
Heritage Speakers Of Spanish ◽  
High Vowels ◽  
Listening Task ◽  
Stress Patterns

This study considers the syllabification perceptions of heritage speakers of Spanish (HSS), second language learners, and monolingual speakers in words with io sequences in order to understand the differences between HSS and the other two groups. Participants completed a reading task and then a listening task in which they indicated the number of syllables in each stimulus perceived. Three different lexical stress patterns were tested: stress on i (like río), stress on o (like pidió), and atonic syllables (like folio). The results show that heritage participants behave like monolinguals with audio stimuli, but in the reading task they interpret orthographic accent marks as indicators that two vowels should be divided into separate syllables. This leads to accurate interpretations of stimuli with stress on i, since Spanish phonology dictates that stressed high vowels are syllabified in hiatus. Atonic syllables, which lack an orthographic accent, are correctly syllabified as diphthongs. However, heritage participants were less accurate with stress on o because they treated these stimuli like those with stress on i. These findings have implications for both linguistic theory and for pedagogy

How do Spanish heritage speakers in the US assign gender to English nouns in Spanish-English code-switching?

2020 ◽  
pp. 1-27
Author(s):  
Nofiya Denbaum ◽  
Ana de Prada Pérez
Keyword(s):  
Code Switching ◽  
Language Experience ◽  
Gender Assignment ◽  
Heritage Speakers ◽  
The Us ◽  
Mode Effect ◽  
Bilingual Speaker ◽  
Heritage Speakers Of Spanish ◽  
Spanish Heritage Speakers

Abstract Previous studies have observed different gender assignment strategies for English nouns in Spanish-English code-switching (CS). However, these studies have not investigated the role of noun gender canonicity of the Spanish equivalent, they have only examined participants in bilingual speaker mode, and most studies have not explored the role of bilingual language experience. The current study compares gender assignment by heritage speakers of Spanish in a monolingual speaker mode and a bilingual speaker mode, considering the role of noun gender canonicity and CS experience. Results revealed a language mode effect, where participants used significantly more masculine determiners with the same feminine nouns in the CS session than those in the Spanish monolingual session where they used a feminine determiner. Further evidence of a language mode effect was found in the effect of noun canonicity and bilingual language experience. Noun canonicity was only significant in the Spanish monolingual session, where participants used significantly more masculine determiners with non-canonical nouns. Bilingual language experience was only significant in the CS session, where regular codeswitchers used more masculine default determiners than infrequent codeswitchers and non-codeswitchers, while in Spanish-only, all these groups behaved similarly.

scholarly journals Converging Evidence of Underlying Competence: Comprehension and Production in the Acquisition of Spanish Subject-Verb Agreement

2021 ◽  
pp. 1-18
Author(s):  
Lisa B. HSIN ◽  
Nayeli GONZALEZ-GOMEZ ◽  
Isabelle BARRIÈRE ◽  
Thierry NAZZI ◽  
Geraldine LEGENDRE
Keyword(s):  
Outcome Measure ◽  
Sensitivity Analyses ◽  
Final Position ◽  
Mexican Spanish ◽  
Verb Agreement ◽  
Position Accuracy ◽  
Abstract Representations ◽  
Third Person ◽  
Production Asymmetry

Abstract A surprising comprehension-production asymmetry in subject-verb (SV) agreement acquisition has been suggested in the literature, and recent research indicates that task-specific as well as language-specific features may contribute to this apparent asymmetry across languages. The present study investigates when during development children acquiring Mexican Spanish gain competence with 3rd-person SV agreement, testing production as well as comprehension in the same children aged between 3;6 and 5;7 years, and whether comprehension of SV agreement is modulated by the sentential position of the verb (i.e., medial vs. final position). Accuracy and sensitivity analyses show that comprehension performance correlates with SV agreement production abilities, and that comprehension of singular and plural third-person forms is not influenced by the sentential position of the agreement morpheme. Issues of the appropriate outcome measure and the role of structural familiarity in the development of abstract representations are discussed.

Peranan media sosial dalam pengembangan melek politik mahasiswa

2017 ◽  
Vol 14 (2) ◽  
pp. 139-145
Author(s):  
Yudha Pradana
Keyword(s):  
Social Media ◽  
Data Analysis ◽  
Likert Scale ◽  
Study Habits ◽  
Quantitative Approach ◽  
Result Show ◽  
Political Literacy ◽  
Descriptive Method

This research is used quantitative approach and descriptive method. Instrument used by the research is skala Survey of Study Habits and Attitudes questionnaire to describing media social using by students and Likert Scale questionnaire to describing student’s political literacy. Data analysis using Rank Spearman Order.The result show that social media used by students 48% good, 26% fair, and 15% poor. Student’s political literacy are 36% good, 43% fair, and 21% poor. The role of social media in the development of student's political literacy is 54,79% affected by social media, and 45,21% affected by other factors.

The N-pattern

2018 ◽  
Author(s):  
Martin Maiden
Keyword(s):  
Special Role ◽  
Third Person ◽  
Verb Meaning

The chapter presents the role of stress and stress-related vocalic differentiation in creating a pattern of root allomorphy (the N-pattern), which distinguishes the singular and third-person forms of the present indicative and subjunctive, and of the imperative, from the rest of the paradigm. It is shown how numerous innovatory patterns (including suppletion, defectiveness, heteroclisis, and periphrases) replicate this pattern in diachrony. The possible role of markedness or of residual phonological conditioning is critically considered. It is suggested that the verb meaning ‘go’ may have played a special role. The independence of the N-pattern from extramorphological conditioning is reaffirmed.

scholarly journals The Development of Subject Position in Dutch-Dominant Heritage Speakers of Spanish: From Age 9 to Adulthood

Languages ◽  
2019 ◽  
Vol 4 (4) ◽  
pp. 88
Author(s):  
van Osch ◽  
García González ◽  
Hulk ◽  
Sleeman ◽  
Aalberse
Keyword(s):  
Word Order ◽  
Exploratory Study ◽  
Heritage Language ◽  
Age Groups ◽  
Judgment Task ◽  
Subject Position ◽  
Bilingual Children ◽  
Heritage Speakers ◽  
Heritage Speakers Of Spanish ◽  
Language Literature

This exploratory study investigates the knowledge of word order in intransitive sentences by heritage speakers of Spanish of different age groups: 9-year-olds, 13-year-olds and adults. In doing so, we aim to fill a gap in the heritage language literature, which, to date, has mainly focused on adult heritage speakers and preschool bilingual children. The results from a judgment task reveal that child- and adolescent heritage speakers do not entirely resemble monolingual age-matched children in the acquisition of subjects in Spanish, nor do they assimilate adult heritage speakers. The data suggest that several different processes can occur simultaneously in the acquisition of word order in heritage speakers: monolingual-like acquisition, delayed acquisition, and attrition. An analysis of the influence of extraneous variables suggests that most of these effects are likely to be the consequence of quantitatively reduced input in the heritage language and increased input in the majority language.

The role of feature-number and feature-type in processing Hindi verb agreement violations

2007 ◽  
Vol 1164 ◽  
pp. 81-94 ◽  
Author(s):  
Andrew Nevins ◽  
Brian Dillon ◽  
Shiti Malhotra ◽  
Colin Phillips
Keyword(s):  
Verb Agreement

scholarly journals “Les copains *dit au revoir”: On Subject–Verb Agreement in L2 French and Cross-Linguistic Influence

Languages ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 7
Author(s):  
Malin Ågren ◽  
Marie-Eve Michot ◽  
Cyrille Granget ◽  
Sonia Gerolimich ◽  
Pascale Hadermann ◽  
...  
Keyword(s):  
Second Language Acquisition ◽  
Oral Narrative ◽  
Complex Interplay ◽  
Verb Morphology ◽  
Future Studies ◽  
Proficiency Levels ◽  
Verb Agreement ◽  
Significant Difference ◽  
L2 Development

This study focuses on the production of subject–verb (SV) agreement in number in L2 French and investigates the role of cross-linguistic influence (CLI) in this particular morphosyntactic domain. CLI is a well-known phenomenon in Second Language Acquisition (SLA) research but it has rarely been investigated systematically in relation to SV agreement in French. The participants of the study are 114 learners with Italian, German, Dutch and Swedish as L1. The source languages are all inflectional languages but they vary in terms of morphological richness in the verb paradigm, ranging from very poor (Swedish) to very rich (Italian). The participants performed an oral narrative task contrasting singular and plural contexts of SV agreement. Results indicate a significant difference between L1 groups in terms of correct SV agreement but they also show that the overall presence of rich verb morphology in the L1 does not, on its own, result in a more correct SV agreement. It is when comparing learners at two different proficiency levels that we observe differences in the rate of L2 development, which may be explained as an effect of CLI. Overall, results indicate a complex interplay of different factors, where the role of CLI must be further investigated in future studies in relation to L2 French.

A Computer Corpus-Based Study of Subject Raising in Modern Portuguese

1997 ◽  
Vol 21 (2) ◽  
pp. 379-400
Author(s):  
Mark Davies
Keyword(s):  
Brazilian Portuguese ◽  
Clause Structure ◽  
Verb Agreement ◽  
European Portuguese ◽  
Comprehensive Data ◽  
Production Strategies ◽  
Third Person ◽  
Subject Raising

This study is the first comprehensive, data-based examination of subject raising in Portuguese, and is based on 4500+ tokens in more than 26,500,000 words of text from both the written and spoken registers of Brazilian and European Portuguese. We have suggested that there are important differences in raising between the spoken and written registers, which are related to presumably universal production strategies for the two registers. Evidence suggests that morphological factors such as subject-verb agreement play an important role in determining whether raising occurs with first, second, and third person subjects. In terms of differences between the European and Brazilian dialects, we find that split agreement (eles parece saberem) and obligatory coreference {me parece ver um fantasma) are both more common in European Portuguese. Finally, these last two facts, along with a number of related phenomena, suggest that there are important differences in the underlying clause structure of European and Brazilian Portuguese, which can further be extended to include other languages such as Spanish.

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