Differential Object Marking in Cuban Spanish

Reina, Javier Caro; Garcia, Marco Garcia; Heusinger, Klaus von

doi:10.1515/9783110716207-012

Cited by 2 publications

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“…2 Dative objects are also marked categorically with a regardless of animacy or specificity. Since multiple studies have found variation in the use of DOM in monolingual varieties (Callen and Miller 2021;Reina et al 2021;Requena 2022), and it is optional in certain contexts such as with animals and in some relative clauses (see Sagarra et al 2019), the present study evaluates HSs' knowledge of this grammatical structure with proper nouns referring to a specific person (e.g., Juanito). These instances of DOM are maximally animate and specific and do not show variability in monolingual populations, and it is precisely this context that Aissen (2003) claims is the most prototypical occurrence of DOM crosslinguistically along a scale of animacy.…”

Section: Differential Object Marking In Spanishmentioning

confidence: 99%

“…As stated previously, multiple recent studies have argued that proficiency represents participants' levels of HL exposure at the time of testing (Giancaspro and Sánchez 2021;López Otero and Jimenez 2022). 4 Although Reina et al (2021) document the retraction of DOM in Caribbean varieties of Spanish, there is no evidence that Dominican speakers omit the dative marker a with definite nouns that are animate and specific. Furthermore, Aissen (2003) argues that proper nouns such as the ones elicited in this experiment are maximally animate and specific and are most likely to result in the use of DOM crosslinguistically.…”

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On the Acquisition of Differential Object Marking in Child Heritage Spanish: Bilingual Education, Exposure, and Age Effects (In Memory of Phoebe Search)

Thane

2024

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Studies on school-aged children have been infrequent in research on Spanish as a heritage language. The present study explored how dual-language immersion education, patterns of heritage language use, proficiency, and age shape child Spanish heritage speakers’ production and selection of differential object marking (DOM). A total of 57 English–Spanish bilingual children and 18 Spanish-dominant adults completed sentence completion and morphology selection tasks. Results revealed that the group of heritage speaker children that produced and selected the differential object marker most frequently was the seventh and eighth grade children (ages 12–14, the oldest in the study) who had completed a dual-language immersion program. Different factors accounted for variability in each task: bilingual education and proficiency affected the production of DOM, while age affected selection. Heritage speakers selected DOM more frequently than they produced this structure. These findings have implications for theories of heritage language acquisition that emphasizes that language experience and exposure account for differences between heritage speakers and argue for the dissociation of production from underlying syntactic knowledge. The data also argue that heritage speakers may possess a bilingual alignment for DOM, whereby underlying receptive knowledge is modulated by cumulative exposure, while production depends more on bilingual education and proficiency in Spanish.

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Section: Differential Object Marking In Spanishmentioning

confidence: 99%

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confidence: 99%

On the Acquisition of Differential Object Marking in Child Heritage Spanish: Bilingual Education, Exposure, and Age Effects (In Memory of Phoebe Search)

Thane

2024

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Acquiring differential object marking in heritage Spanish: Late childhood to adulthood

Thane

2024

International Journal of Bilingualism

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Aims/objectives/purpose/research questions: The present study evaluated child and adult heritage speakers’ (HSs) productive and receptive knowledge of differential object marking (DOM) and addressed the roles of age, proficiency, and frequency of use in explaining variability. Design/methodology/approach: A total of 127 participants completed a sentence completion task (SCT) and a morphology selection task (MST) targeting DOM with animate and specific direct objects. Fifth grade, seventh/eighth grade, and adult HS groups participated alongside a group of Spanish-dominant bilingual adults. Data and analysis: All responses were coded for DOM and submitted to binomial logistic regressions, which included effects for group, task, proficiency, and frequency of use of Spanish. Findings and conclusions: HSs’ DOM production and selection increased across age groups. Proficiency modulated differences between HSs of all ages and participants were more likely to select DOM than to produce it, particularly if they used Spanish less frequently. All HSs produced and selected DOM at least one time, but many differed from Spanish-dominant bilingual adults. Originality: This study is the first to plot the course of development across late childhood and into adulthood in Spanish HSs that incorporates both a production task and a receptive measure to explore HSs’ holistic linguistic systems. Significance/implications: These findings show that there are factors that can account for variability in the production and selection of DOM at the group, individual, and within-speaker levels. This has implications for theories of acquisition: gradient knowledge is inconsistent with incomplete acquisition of DOM, but the increase in knowledge across age groups does not support feature reassembly.

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Differential Object Marking in Cuban Spanish

Cited by 2 publications

References 0 publications

On the Acquisition of Differential Object Marking in Child Heritage Spanish: Bilingual Education, Exposure, and Age Effects (In Memory of Phoebe Search)

On the Acquisition of Differential Object Marking in Child Heritage Spanish: Bilingual Education, Exposure, and Age Effects (In Memory of Phoebe Search)

Acquiring differential object marking in heritage Spanish: Late childhood to adulthood

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