6. Mood interpretation in Spanish: towards an encompassing view of L1 and L2 interface variability

Ahern, Aoife Kathleen; Amenós-Pons, José; Guijarro–Fuentes, Pedro; Juan-Garau, María; Larrañaga, Pilar

doi:10.1515/9781614513575-008

Cited by 4 publications

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“…It would thus be helpful to continue investigating the L2 acquisition of TAM systems from an Interface hypothesis perspective with a combination of written and oral elicitation tasks such as cloze tests, production tasks followed by explicit feedback, as well as preference and grammaticality judgment tasks; an interpretation task that would present a short paragraph followed by a comprehension question to be answered in two or three sentences could be insightful as well. It would be interesting to see if the Interface hypothesis can be extended beyond promising current findings for Spanish subjunctive e.g., (Ahern et al 2016;Borgonovo et al 2015;van Osch et al 2017).…”

Section: Discussionmentioning

confidence: 92%

“…The Interface hypothesis predicts that L2 French learners should eventually acquire tense-marking inflectional morphology that depends on syntax, semantics, and the lexicon in addition to morphology (i.e., internal interfaces), but exhibit persistent optionality and/or indeterminacy in mood selection such as the indicative vs. the subjunctive, the conditional or the imperative (i.e., external interfaces). The properties at the external interfaces are hypothesized to be more difficult to acquire because integrating information from various sources is cognitively costly e.g., (Ahern et al 2016).…”

Section: Learnability Issues and Research Questionsmentioning

confidence: 99%

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A Longitudinal Study in the L2 Acquisition of the French TAM System

Ayoun¹

2020

Languages

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Empirical studies investigating the second language (L2) acquisition of tense, aspect, mood/modality (TAM) systems offer an enlightening window into L2 learners’ linguistic competence because they involve all areas of a language, making them ideal testing grounds for the Interface hypothesis and ultimately whether adult learners may achieve a native-like TAM system. This longitudinal study used a pre-test, repeated exposure, delayed post-test design guided by a main research question—does the L2 learners’ interlanguage display contrasts and systematicity? Sixteen L2 French learners—L1 English (n = 9), HL French (n = 4), and HL Spanish (n = 3) speakers enrolled in a fourth-year college Film and Fiction class read five novels that were extensively discussed in class and used as essay topics, thus providing controlled, repeated exposure to oral and written input over a semester. Qualitative and quantitative findings reveal a highly accurate production of several forms, but with an over-reliance on the indicative present. The learners’ TAM system appears to be contrasted and varied, but unbalanced. Findings regarding the Interface hypothesis are mixed.

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Section: Discussionmentioning

confidence: 92%

Section: Learnability Issues and Research Questionsmentioning

confidence: 99%

A Longitudinal Study in the L2 Acquisition of the French TAM System

Ayoun¹

2020

Languages

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Pragmatics, Grammar and Meaning in SLA

Ahern,

Amenós-Pons,

Guijarro-Fuentes

2024

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This Element explores the role of pragmatics, and its relationship with meaning and grammar, in second language acquisition. Specifically, this Element examines the generative paradigm, with its focus on purely linguistic aspects, in contrast with, and complemented by, the view of language adopted in the wider perspective on communication that Relevance Theory offers. It reviews several theoretical standpoints on how linguistic phenomena that require combining semantic, pragmatic and syntactic information are acquired and developed in second languages, illustrating how these perspectives are brought together in analysing data in different linguistic scenarios. It shows that the notion of procedural meaning casts light on the range of interpretative effects of grammatical features and how they vary across languages, suggesting ways to complete the picture of the interface factors that affect second language development.

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Metarepresentation and evidentiality in Spanish tense and mood

Ahern¹,

Amenós-Pons²,

Guijarro–Fuentes³

2015

BJL

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This paper sets forth a theoretical framework in relation to metarepresentation and evidentiality in Spanish, supported by an empirical analysis of tense/mood contrast expressions. More specifically, we describe how metarepresentational and evidential content are expressed and interpreted in if‐conditional and although-concessive clauses. We also report original experimental data from a written, multiple choice interpretation task in L2 Spanish; and from an L1 task in Spanish with a set of conditional and concessive utterances in which indicative and subjunctive moods alternate. Our global results show that the ability to efficiently integrate linguistic and non‐linguistic cues is particularly costly for non‐native speakers. Yet native speakers also reveal, to a different degree, effects suggestive of processing difficulties related to syntax/discourse interface.

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6. Mood interpretation in Spanish: towards an encompassing view of L1 and L2 interface variability

Cited by 4 publications

References 0 publications

A Longitudinal Study in the L2 Acquisition of the French TAM System

A Longitudinal Study in the L2 Acquisition of the French TAM System

Pragmatics, Grammar and Meaning in SLA

Metarepresentation and evidentiality in Spanish tense and mood

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