Triggers in L2 acquisition: The case of Spanish N‐N compounds

Liceras, Juana M.; Díaz, Lourdes

doi:10.1111/1467-9582.00060

Cited by 35 publications

(22 citation statements)

References 6 publications

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“…At a later stage, they acquire the preposition de in the phrasal structure. The same result was also found in Liceras and Díaz (). Results of this current investigation outlined similar stages.…”

Section: Discussionsupporting

confidence: 89%

“…Liceras and colleagues examined the L2 acquisition of Spanish compounds by speakers of several L1s. For example, Liceras and Díaz () studied how native speakers of languages from both Indo‐European and non‐Indo‐European families acquire rare Spanish NN compounds. Using a picture naming task, they found that the L1 English group produced non‐Spanish compounds 46% of the time, and the non‐target performance was negatively correlated with proficiency, where intermediate and advanced learners' non‐target production was reduced to 25% and 9%, respectively.…”

Section: Introductionmentioning

confidence: 99%

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The role of perceptual salience in the L2 acquisition sequence of the Arabic construct state

Azaz

Frank

2017

Int J App Linguistics

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Perceptual salience has been proposed as an essential factor in the order in which various linguistic phenomena are acquired. This study examines its influence on the acquisition sequence of a single construction, which is the Arabic construct state. Mapping certain English constructions to the definite Arabic construct state entails restructuring head direction (a feature of high salience) and the position of the definite marker (a feature of low salience). Results from a prompted sentence completion task suggested that early English-speaking learners of Arabic were sensitive to head direction but not definiteness. Analysis of intermediate and advanced groups captured the acquisition sequence of the Arabic construct state, proceeding in two gradual phases. During the first phase, Englishspeaking learners restructure head direction. Only later do they adjust definiteness.

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Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

The role of perceptual salience in the L2 acquisition sequence of the Arabic construct state

Azaz

Frank

2017

Int J App Linguistics

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“…In other words, these structures have to be head initial (N + PP)— zapatos de tango [shoes of tango] and fabricante de muñecas [maker of dolls]. Liceras and Díaz (), who studied these compounds, concluded that “their acquisition by English native speakers must be based on extremely limited positive evidence. Thus, it is not very surprising that even the advanced learners produced them only in about 60% of obligatory contexts” (as cited in Slabakova, , p. 516).…”

Section: Methodsmentioning

confidence: 99%

Language Learners’ Characteristics, Target Language Use, and Linguistic Development in a Domestic Immersion Context

Isabelli-García

Lacorte

2016

Foreign Language Annals

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Second language acquisition research on the immersion context has focused primarily on study abroad, revealing the extent to which that context promotes learners’ developing linguistic and intercultural competence. However, little research has examined linguistic development in intensive, domestic immersion contexts. This study investigated the extent to which target language interactions in a seven‐week domestic immersion program predicted the acquisition of linguistic features that are not present in the learners’ native language or taught in the classroom. In addition, it addressed the way in which learners’ affective characteristics may account for variability in linguistic outcomes. Data obtained for 98 participants—including self‐reported individual variability questionnaires, language contact surveys, and questionnaires measuring the accuracy of left‐headed noun‐noun compounds, verb‐particle constructions, and resultatives—showed an association between the development of these syntactically complex structures and the amount of interaction with target language speakers in which participants reported engaging. Some participants also reported positive changes in their affective characteristics due to their participation in the intensive domestic immersion program. By emphasizing how language reflects the participants’ social environment, this analysis suggests that the contextual properties of a domestic immersion program can support language learners’ acquisition of syntactically complex linguistic elements.

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“…There is also experimental work on that relationship (Liceras and Díaz 2000;Liceras, Díaz, and Salomaa-Robertson 2002). However, to the best of our knowledge, there are no specific descriptions or analysis of the relationship between compounding and derivation in Spanish N-N compounds and this is so in spite of the fact that they offer an interesting ground for testing speakers' intuitions with respect to headness.…”

Section: Derivation and The Issue Of Headness In Spanish N-n Compoundsmentioning

confidence: 99%

Teaching Spanish as a non-primary language in the twenty-first century: insights from linguistic theory, psycholinguistic theory, and empirical research on language acquisition

Liceras

2014

Journal of Spanish Language Teaching

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In this paper we focus on the relationship between Spanish compounding and derivation on the one hand, and anaphoric relations involving null and overt subjects, on the other, in order to argue that a pedagogical grammar of Spanish for non-native speakers should take into consideration: (i) universal approaches to the analysis of Spanish which also depict its specific structural properties; (ii) psycholinguistic proposals on how Spanish morphosyntactic structures are acquired and processed; and (iii) empirical research that provides information about the learnability principles and the mechanisms involved in the acquisition of Spanish grammar. This threefold approach draws from developments that have taken place in this century. First, linguistic theory has refined the "universal" principles and parameters approach developed to account for similarities and differences between languages. This means that the parameters that were central to Chomsky's and Chomsky and Lasnik's Principles and Parameters model coexist now with the feature accounts that characterize Chomsky's Minimalist Program, allowing us to undertake sophisticated research on the representation of language in the mind, language contact, and language acquisition. Second, recent studies on processing and interfaces involving different languages allow us to compare native and non-native speakers' linguistic abilities beyond strict grammatical competence. Finally, research on language acquisition informs us not only about the idiosyncratic nature of any given interlanguage but also about the characteristics interlanguages share with natural languages.Keywords: pedagogical grammar; native speaker's intuitions; language representation and language processing; spontaneous and experimental data; compounding and derivation; parameters and formal features En este trabajo partimos de la relación entre los procesos morfológicos que se conocen como composición y derivación así como de las relaciones anafóricas que establecen los sujetos implícitos y los sujetos explícitos con objeto de proponer que una gramática pedagógica dirigida a hablantes no nativos debe de tener en cuenta: (i) un análisis del español de corte universal que a su vez tenga en cuenta las propiedades estructurales específicas de esta lengua; (ii) propuestas de la psicolingüística sobre cómo se adquieren y procesan las estructuras morfosintácticas del español; y (iii) datos de investigaciones empíricas que proporcionen información sobre los principios y los mecanismos que forman parte de la adquisición de la gramática del español. Este triple acercamiento se nutre de propuestas lingüísticas que ocupan un lugar destacado en este siglo. En *Downloaded by [71.90.195.211] at 21:21 24 June 2014 primer lugar, se ha precisado la teoría "universal" de los principios y parámetros que se propuso para dar cuenta de las similitudes y diferencias entre las lenguas. Esto significa, por un lado, que los parámetros que ocupaban un lugar central en el modelo de Principios y Parámetros de Chomsky y Chomsky y Lasni...

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Triggers in L2 acquisition: The case of Spanish N‐N compounds

Cited by 35 publications

References 6 publications

The role of perceptual salience in the L2 acquisition sequence of the Arabic construct state

The role of perceptual salience in the L2 acquisition sequence of the Arabic construct state

Language Learners’ Characteristics, Target Language Use, and Linguistic Development in a Domestic Immersion Context

Teaching Spanish as a non-primary language in the twenty-first century: insights from linguistic theory, psycholinguistic theory, and empirical research on language acquisition

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