Variationist Approaches to Second Language Spanish

Gudmestad, Aarnes

doi:10.1002/9781118584347.ch5

Cited by 5 publications

(3 citation statements)

References 33 publications

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“…What this hypothesis does not explain, however, is why the low-proficiency learners resembled the NSs more than the high-proficiency learners with respect to the analysis of linguistic factors. Although this result may appear somewhat surprising against the backdrop of studies showing clear development towards nativelike norms for learners in an SA context (but see Whatley (2013), for a pattern similar to our own), it bears note that there is evidence as to the non-linear nature of the L2 acquisition of sociolinguistic variation (e.g., Gudmestad 2014;Gudmestad and Geeslin 2013). In other words, various studies have demonstrated that acquisition of variable learning targets shows movement towards and away from NS patterns across proficiency levels, as opposed to a linear march toward the NS norm.…”

Section: The Importance Of Learning Context As a Function Of Proficiesupporting

confidence: 61%

Variable future-time reference in French: A comparison of learners in a study-abroad and a foreign-language context

Gudmestad

Edmonds

2016

Can. J. Linguist.

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This study seeks to advance understanding of second-language (L2) acquisition of future-time reference in French, by comparing the developmental trajectories of learners living in and away from the target-language setting. Study-abroad learners in France (n= 45), foreign-language learners living in the US (n= 37), and native speakers of Hexagonal French (n= 30) participated in this study. They completed a written-contextualized task, a language-proficiency test and a background questionnaire. For each written-contextualized-task item, participants selected from among three responses that differed with respect to the form (inflectional future, periphrastic future, present). Items were designed to test for the influence of three factors on the form selected: presence/absence of a lexical temporal indicator, temporal distance, and (un)certainty. Additionally, two extra-linguistic factors were examined: learning context and proficiency level. The analyses of frequency and the multinomial logistic regressions suggest that, despite developmental similarities between learning contexts, acquisitional paths of study-abroad and foreign-language learners were not identical.

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Section: The Importance Of Learning Context As a Function Of Proficiesupporting

confidence: 61%

Variable future-time reference in French: A comparison of learners in a study-abroad and a foreign-language context

Gudmestad

Edmonds

2016

Can. J. Linguist.

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“…This study investigates French L2 use of the Subjunctive in L2 French speech and writing, in terms of the use of (a) subjunctive triggers and (b) subjunctive forms. We adopt a variationist perspective (Gudmestad 2012(Gudmestad , 2014 RQ1. Is Subjunctive use influenced in the same ways by speech and writing?…”

Section: The Present Studymentioning

confidence: 99%

Subjunctive use and development in L2 French: A longitudinal study

McManus

2023

Preprint

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We investigated the use and development of the Subjunctive in L2 French. Participants were 29 students of French at a UK university, who additionally spent nine months in France, and ten native speakers of French. Data were collected from two production tasks (oral and written) and a grammaticality judgement task. The results show that all participants made some use of the Subjunctive before leaving for France, with only limited development in its use during their stay. It is more frequently used in writing than in speech, consistent with French corpus-based research (O’Connor DiVito 1997). The judgement findings reveal significant differences between different Subjunctive triggers, with learners consistently better able to recognise affirmative triggers over conjunctions and negatives. Overall, it appears that affirmative Subjunctive triggers represent a key source of development, with most change evident for lower proficiency learners.

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“…Variationist approaches to research on language variation have their origins in quantitative sociolinguistics (e.g., Labov, 1972; Preston, 2004), which seeks to identify the internal and external factors that influence language variability. As such, variationist approaches to L2 acquisition seek to identify the linguistic and extralinguistic (or social) factors that influence L2 variation and to quantify their probabilistic influence on the occurrence of the dependent variable (Adamson & Regan, 1991; Bayley, 2013; Bayley & Preston, 1996; Bayley & Regan, 2004; Geeslin, 2011; Geeslin & Long, 2014; Gudmestad, 2014). This approach is ideal for the examination of copula choice in Spanish because it offers a framework (and corresponding tools) for modeling language variability in a probabilistic manner.…”

Section: Research Contextmentioning

confidence: 99%

Classroom Learners’ Acquisition of the Spanish Copula With Adjectives

Long

2021

Stud Second Lang Acquis

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Research on the second language (L2) acquisition of the Spanish copulas has been central to our understanding of key concepts and issues in the field of SLA such as stages of development and variability in L2s. However, this research has focused nearly exclusively on native English-speaking learners. The present study examined native Korean-speaking learners’ acquisition and use of the Spanish copulas with adjectives in oral production. Analyses of the range and frequency of copula forms produced across four levels of Spanish language study revealed an increase in ser and estar use and a decrease in developmental omission as learner level increased. Predicate type, resultant state, and Spanish grammar score significantly influenced use of estar over ser. Comparison with native English-speaking learners revealed differences between first language groups in terms of rates of form use, but similar developmental trends and predictors of estar use overall.

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Variationist Approaches to Second Language Spanish

Cited by 5 publications

References 33 publications

Variable future-time reference in French: A comparison of learners in a study-abroad and a foreign-language context

Variable future-time reference in French: A comparison of learners in a study-abroad and a foreign-language context

Subjunctive use and development in L2 French: A longitudinal study

Classroom Learners’ Acquisition of the Spanish Copula With Adjectives

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