Learning the placement caused motion construction in L2 Spanish

Hijazo‐Gascón, Alberto; Cadierno, Teresa; Ibarretxe-Antuñano, Iraide

doi:10.1515/9783110458268-008

Cited by 9 publications

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“…Gullberg (2009) found that these thinking-for-speaking patterns can be pervasive and even though her participants did not show cross-linguistic influence from Dutch when describing put scenes in their L2 French verbs, their gestures still revealed that some of them were paying attention to the Figure being moved, while others showed a shift towards the target language semantics. In another study with Danish and Spanish as L1s and L2s, Cadierno et al (2016) found that crosslinguistic differences occurred in both directions (see Hijazo-Gascón et al 2016 for its pedagogical application). These findings shed light on some major difficulties that learners face when dealing with an L2 that presents strong cross-linguistic differences, and they would not have been uncovered in studies taking English as a sole point of comparison.…”

Section: Exploring Sla From the Angle Of Other Languagesmentioning

confidence: 99%

Applied cognitive linguistics and foreign language learning. Introduction to the special issue

Hijazo‐Gascón

Llopis-García

2018

International Review of Applied Linguistics in Language Teaching

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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 main aims of this Special Issue to provide state-of-the-art research and scholarship to enhance the bigger picture of the field of Second Language Acquisition beyond English as the target language. Spanish as L2/FL in Applied Cognitive Linguistics is the focus of the next section, which leads to a brief overview of the papers included in the Issue, featuring Spanish as the L2 with L1s such as English, French, German and Italian. Polysemy, Motion Events Typology, Cognitive Grammar and Construction Grammar are the Cognitive Linguistics areas addressed in the contributions here presented.

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Section: Exploring Sla From the Angle Of Other Languagesmentioning

confidence: 99%

Applied cognitive linguistics and foreign language learning. Introduction to the special issue

Hijazo‐Gascón

Llopis-García

2018

International Review of Applied Linguistics in Language Teaching

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“…Less attention has been given to the study of the linguistic constructions that learners use when talking about placement. In a previous study, Hijazo-Gascón et al (2016) examined the types of constructions that Danish L1 learners of L2 Spanish used when describing placement events and compared them to the constructions used by L1 Danish and L1 Spanish NSs. The present study builds on this research by examining the types of constructions that Spanish L1 learners of L2 Danish employ when describing the same placement events.…”

Section: Introductionmentioning

confidence: 99%

“…However, Cadierno et al (2016) also found that moving from a more specific to a more general system (e.g., Danish to Spanish) was equally challenging. In this line of research, Hijazo-Gascón et al (2016) extended the study of placement events beyond the verb and examined the whole range of placement constructions employed by Spanish and Danish NS and by Danish learners of L2 Spanish. They found that the distribution of different types of constructions varied across the two languages.…”

Section: Introductionmentioning

confidence: 99%

“…The latter includes an additional element, Obl path . Based on these results, Hijazo-Gascón et al (2016) adopted the term “Basic Placement Constructions (BPC)” to refer to those constructions (i.e., pairings between form and meaning) that are more frequently used for the encoding of a placement event in a language. Regarding the L2 data, the study showed that learners: (i) overgeneralized the use of the general verb poner ‘put’ for all scenes, (ii) misused or were not aware of the semantic categorization preferences in Spanish NS for support ( dejar ‘leave’), for containment ( meter ‘put in’), and intentionality ( caerse ‘fall’ + clitic for accidentally dropping vs. dejar caer ‘let fall’ vs. tirar ‘throw’ for deliberately dropping), and (iii) employed locative particles more often (e.g., dentro ‘inside’, encima ‘on top of’) and widely ( abajo ‘down’, arriba ‘up’).…”

Section: Introductionmentioning

confidence: 99%

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Reconstructing the expression of placement events in Danish as a second language

2023

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Cross-linguistic research on event typology has revealed considerable variation in the linguistic conceptualization of placement events. Previous studies on second language acquisition have primarily dealt with the semantic re-categorization of placement verbs in a second language, but placement constructions have received less attention. The present study fills this gap by examining the constructions used by Spanish learners of L2 Danish (B1 and B2 levels) and by monolingual speakers of both languages. Data were elicited by means of the PUT task consisting of oral video descriptions and then classified into six main placement construction categories based on their frequency and structure. Results from the learner group suggest learning difficulties when reconstructing the expression of placement events in L2 Danish. In contrast to L1 Danish data, learners (i) kept using their L1 Spanish basic placement construction more often, (ii) avoided semantically more complex constructions, (iii) employed fewer spatial particles, (iv) showed difficulties in selecting the L2 appropriate spatial particles for specific placement scenes, and (v) used non-caused motion constructions. These findings suggest the creation of a linguistic conceptualization pattern on the part of the learners that is different from the respective L1 and L2 monolingual patterns, thus providing further empirical support for proposals arguing that bilinguals’ multicompetence is not equivalent to those of two monolinguals.

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“…la nota 16).22 Incluimos en el recuento de las ocurrencias en las construcciones (in)transitivas de movimiento orientado, representado en la tabla 9 abajo, 200 ocurrencias con formas personales del verbo y 77 ocurrencias en las que el verbo aparece, con sujeto sobreentendido o explícito, en forma de infinitivo o de gerundio como segundo elemento de una (semi)perífrasis verbal, formando parte de oraciones subordinadas o en forma de gerundio independiente en enunciados con sentido completo sin la intermediación de un verbo en forma personal. Las características principales de las construcciones (in)transitivas de movimiento orientado son descritas, entre otros, por Ibarretxe-Antuñano (2012),Pedersen (2014; eHijazo-Gascón et al (2016); cf. Fernández Lagunilla (1999), Gómez Torrego (1999 e Yllera (1999) para las construcciones con formas no personales del verbo en español.…”

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¿Esto se echa para atrás? An approach to verb-particle constructions in European Spanish based on a corpus study of [V para atrás]

Wiesinger¹

2020

Romanica Olomucensia

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¿Esto se echa para atrás? An approach to verb-particle constructions in European Spanish based on a corpus study of [V para atrás] Abstract: This contribution deals with what are called 'verb-particle constructions' in today's Peninsular Spanish. From the perspective of Construction Grammars, verb-particle constructions correspond to constructional idioms, which occupy an intermediate position in the continuum between lexicon and grammar. Until now, the existence of verb-particle constructions in Spanish has been controversial, since this language is mainly considered to feature verb-framed patterns. However, this question has not yet been investigated empirically. On the basis of data from the Corpus del Español del Siglo XXI, this study examines the instantiations of [V para atrás] as candidates for this type of construction. Although these are generally classified as 'non-normative' in the existing literature, they are found in both spoken and written language. Moreover, both the statistical frequency analysis and the semantic and syntactic study reveal a small network of micro-constructions formed by dar/echar/ir/mirar/tirar/volver para atrás. The latter qualify as lexicalized verb-particle constructions which are mainly characterized by their metaphorical use and less by a specific syntactic behaviour. For today's Peninsular Spanish, we thus cannot assume a closed category of verb-particle constructions. Instead, they form a continuum, together with the concrete, spatial uses of [V para atrás], that ranges from more syntactic constructions to phraseological units showing different degrees of entrenchment.

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Learning the placement caused motion construction in L2 Spanish

Cited by 9 publications

References 0 publications

Applied cognitive linguistics and foreign language learning. Introduction to the special issue

Applied cognitive linguistics and foreign language learning. Introduction to the special issue

Reconstructing the expression of placement events in Danish as a second language

¿Esto se echa para atrás? An approach to verb-particle constructions in European Spanish based on a corpus study of [V para atrás]

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