The gradual acquisition of clitic “se” in Spanish L2

Escobar, Linda Albert de; García, Ismael Iván Teomiro

doi:10.1515/topling-2016-0002

Cited by 8 publications

(11 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Our results also pinpoint a similar tendency to reject the dative clitic in two-participant events deriving the DOC alternative in L2 Spanish, regardless of the learner's proficiency level. This indicates that there is a particular difficulty in acquiring clitics in complex argument structures, as has also been observed in the acquisition of other clitics with applicatives (Escobar & Teomiro, 2016).…”

Section: Experimental Test Itemsmentioning

confidence: 55%

“…In contrast, the combination of the reflexive clitic se together with the accusative clitic lo is possible, as illustrated by the grammatical sentence in (10b). This possibility has been argued to constitute evidence for the presence of an additional applicative head for reflexive datives (Escobar & Teomiro, 2016;Teomiro, 2013). An analysis that includes a different applicative head for the clitic se in French can also be found in Boneh and Nash (2011).…”

Section: Juan Introduced To His Wife To His Bossmentioning

confidence: 99%

See 1 more Smart Citation

L2 acquisition of Spanish dative clitics by English and Dutch learners

Escobar-Álvarez

2017

SSLLT

View full text Add to dashboard Cite

This article examines the second language acquisition (SLA) of Spanish dative clitics in clitic doubling (CLD) structures that are closely related to the double object construction (DOC) in English and Dutch. It also addresses the question of how adult English and Dutch speakers learning L2 Spanish in a formal setting develop knowledge and use of the animacy constraint in the target language, which is different from the first language (L1) counterparts. The role of transfer in acquiring new syntactic structures has been taken into account, where dative clitics appear and animate objects are marked by the dative preposition ‘to.’ New findings are obtained on CLD and the Spanish animacy constraint from a grammaticality judgement task (GJT), completed by English and Dutch learners at B1 and B2 CEFR levels. The difficulties learners experienced were not always due to negative L1 transfer, but also related to the complexity of the argument structure where the clitic is inserted. This has clear implications for the teaching of pronominal elements which are closely related to different syntactic configurations in Spanish.

show abstract

Section: Experimental Test Itemsmentioning

confidence: 55%

Section: Juan Introduced To His Wife To His Bossmentioning

confidence: 99%

L2 acquisition of Spanish dative clitics by English and Dutch learners

Escobar-Álvarez

2017

SSLLT

View full text Add to dashboard Cite

show abstract

“…This privileged position of reflexive SE within the uses of SE is confirmed by acquisitional studies, which have generally reached the conclusion for Spanish that the reflexive and the anticausative uses are acquired at earlier stages than the passive and the impersonal SE (Bruhn de Garavito 1999, Montrul 2001, Tremblay 2006, Gómez-Soler 2015, Escobar & Teomiro 2016, García Tejada, Cuza & Lustres Alonso 2021, among many others).…”

Section: Clitic Orderingmentioning

confidence: 67%

SE in Spanish

Fábregas

2021

Borealis

View full text Add to dashboard Cite

This article provides an overview of Spanish SE, covering the main empirical facts, analyses and theoretical issues that it raises, and exploring the prospects to unify all uses –which are over a dozen in the literature– under one same object that keeps its surface properties invariable. We will show that it is almost inescapable to propose that SE is associated to two types of objects, defective arguments and defective verbal heads; both objects share the property of not introducing referentially independent DPs, which can be argued to be the result of the grammaticalisation of a reflexive element in contemporary Spanish. The chapter proposes that a treatment of SE as a projection introduced high in the clausal structure and acting as an agreement locus can be a fruitful way to unify all uses of SE.

show abstract

“…Additionally, a grammaticality judgment task (GJT) would show learners' responses to form-function pairings less likely to appear in oral or written production. For GJT examples, see Cuervo (2007), Torrego (2010), Escobar and Teomiro (2016), Escutia López (2016), and Escobar-Álvarez (2017). The lack of negotiation in the narration, which would have been present in a conversation, preempted examining more fully how the social context can affect linguistic development.…”

Section: Dst and L2 Cliticsmentioning

confidence: 99%

“…Other studies have examined L2 clitic processing and competence (e.g Cuervo 2007;Escobar-Álvarez 2017;Escobar & Teomiro 2016;Lee 2003;Malovrh 2006;Malovrh & Lee 2010;Montrul 2010)…”

mentioning

confidence: 99%

A cross-theoretical and cross-linguistic perspective on the L2 acquisition of case systems / L'acquisition de systèmes casuels en L2 : des études à travers plusieurs théories et langues

Baten¹,

Verbeke²

2020

LIA

View full text Add to dashboard Cite

Flanders (FWO) 2 Hopp's results are in line with computation difficulty approaches, like MSIH. Several other studies on case morphology in different language have provided similar findings. For example, Haznedar (2006) and Papadopoulou et al. (2011) on L2 Turkish, but also Satorno (2007, 2011) on clitic case morphology in L2 Italian and L2 Spanish and Grüter (2006) on L2 French object clitics, show that case morphology and clitics are fully acquirable, despite its absence in L1 grammar. The problems with inflectional morphology do not reflect a syntactic deficit, instead the learners in these studies faced difficulties only with the surface realization of Case. and setting up distinct specific research questions concerning different L2s, all articles share the common aim to unravel how learners assign meaning to the seemingly superfluous and cumbersome case markers in the L2. The articles in this special issue stem from a workshop on the L2 acquisition of case and agreement in typologically diverse languages; the workshop was organized at Ghent University and co-funded by a EuroSLA Workshop Grant in 2015. Perspective 1: form-meaning mappings Research within the perspective of form-function mappings investigates the ability of learners to link certain forms with certain functions. From a functionalist point of view, general cognitive principles (such as generalization and analogy) and input characteristics (such as frequency and transparency), instead of innate constraints, guide this linking process. It is assumed that case contrasts in the input provide sufficient information for the learner to infer the case system of the target language. An influential model in this research paradigm is the so-called Competition Model (Bates & MacWhinney, 1987). This model posits that linguistic means such as case, word order, animacy, and pronominality compete for cue reliability (i.e., what is the most reliable cue for determining the subject and direct object in a sentence?), and it examines whether or not learners are able to switch from their L1 cues to L2 cues or whether they simply transfer their L1 cues. Studies on case marking within the Competition Model have dealt with a number of L2s, such as Japanese, German and Russian. For example, Mitsugi and MacWhinney (2010) examined whether L1 English speakers can switch from a reliance on word order cues to a reliance on case marking cues in processing L2 Japanese sentences with different non-canonical word order structures (i.e., noncanonical variants of canonical sentences such as John gaNOM Mary niDAT hon oACC ageta, 'John gave Mary a book'). The findings of the self-paced reading experiment showed that there was no additional processing cost associated with non-canonicity. In other words, L2 learners are able to acquire native-like processing strategies. However, the self-paced reading experiment did not seem sensitive enough to capture the effect of non-canonicity, as Shigenaga (2012), in a study using a correctness decision task, did find longer reaction times and hig...

show abstract

The gradual acquisition of clitic “se” in Spanish L2

Cited by 8 publications

References 15 publications

L2 acquisition of Spanish dative clitics by English and Dutch learners

L2 acquisition of Spanish dative clitics by English and Dutch learners

SE in Spanish

A cross-theoretical and cross-linguistic perspective on the L2 acquisition of case systems / L'acquisition de systèmes casuels en L2 : des études à travers plusieurs théories et langues

Contact Info

Product

Resources

About