Mood Recognition and Production: The Impact of Modality, Morphological Irregularity, and Input Manipulation

A role for verb regularity in the L2 processing of the Spanish subjunctive mood: Evidence from eye-tracking

“…This stood in contrast with the results from the L1 group, which showed the expected effects, although these were not quite as robust as with irregular verbs (present in four analyses with irregular verbs vs. two measures with regular verbs). The clear pattern of nativelike processing of mood with irregular verbs and no evidence of online processing of mood with regular verbs that was observed among the L2 group is consistent with a body of previous research on the adult L2 acquisition of Spanish mood that has also identified verb form regularity as an important factor (Collentine, 1997;Gallego & Pozzi, 2018;Gudmestad, 2006Gudmestad, , 2012aLubbers-Quesada, 1998). The prior work was conducted using a variety of offline methods as opposed to a real-time measure like eye tracking and the differences between regular and irregular verbs were often more graded than in the present study, but the results were generally similar in that more nativelike behavior was seen with irregular verbs than with regular ones.…”

L2 Spanish morphosyntactic development through collaborative writing: An analysis of mood production, text length and syntactic complexity

“…An analysis of verb type showed that the number of irregular subjunctive verbs produced was higher in the pre-test and subsequently decreased after treatment. If irregular verbs are more easily available for retrieval because they represent a more novel, significant, and salient stimulus (Collentine, 1997;Gallego & Pozzi, 2018), it is then not surprising that participants produced more irregular verbs before treatment. While the number of irregular verbs produced by participants in all groups decreased, the impact of this task on learners' ability to recognize and produce regular verbs remains unclear.…”

“…Supplementing these pedagogical proposals I suggest that instructional models that seek to enhance spontaneous production of the subjunctive should take into consideration: including (or designing) tasks that foster collaboration (Gallego, 2014(Gallego, , 2016, ways of raising awareness regarding subjunctive's communicative value/function in the case of redundancy (Collentine, 2010;Farley, 2002;Sessarego, 2016), and ways of increasing learners' ability to overcome the lack of morphological saliency in regular verbs (Collentine, 1997;Lubbers Quesada, 1998;Gallego & Pozzi, 2018).…”

“…Spanish expresses its mood through morphology by inflecting the form of the verb. The present subjunctive is formed using the stem of the first-person-singular present indicative and the morphological difference between the two moods in the case of regular verbs might be imperceptible for L2ers (Collentine, 1997(Collentine, , 2014Lubbers Quesada, 1998;Gallego & Pozzi, 2018), as illustrated in (1) below. Learners, however, have been found to be able to recognize the subjunctive at higher rates with irregular verbs such as the examples in (2).…”

“…( It has been argued that the subjunctive does not constitute a novel nor a significant stimulus (Collentine, 1997) due to its low communicative value in addition to the fact that subjunctive verbs with regular morphology might lack saliency (Collentine, 1997;Fernández, 2008;Gallego & Pozzi, 2018;Lee, 1987;Lu, 2010). Morphological irregularity has an impact on subjunctive recognition and production among intermediate and advanced learners in the written and oral modalities (Collentine, 1997;Gudmestad, 2006Gudmestad, , 2012aGudmestad, , 2012bLubbers Quesada, 1998) and while further research would be needed to determine the generalizability of the findings, a similar, yet less clear, trend was observed among low-proficiency learners (Gallego & Pozzi, 2018).…”