Compuestos N-N y derivación en español y portugués brasileño: en la encrucijada morfología, sintaxis y semántica

Liceras, Juana M.; Klassen, Rachel; Castaldo, Isabel C. Contro

doi:10.25145/j.refiull.2020.40.07

Cited by 2 publications

(3 citation statements)

References 4 publications

(5 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The agreement patterns observed for last name DPs resemble those of N-N compounds such as mujer-araña 'spider-woman' (cf. Kornfeld 2009, Liceras, Klassen & Contro Castaldo 2020, Moyna 2011, Piera 1995, Toquero-Pérez 2020. In Liceras et al's (2020) study, monolingual speakers of Spanish strongly preferred marking plurality on the first noun, followed by marking it on both, while the least preferred option was marking it only the right-hand N, as the numbers in parenthesis in (55) indicate on a scale of 1-5.…”

Section: Last Names and N-n Compoundsmentioning

confidence: 99%

The structure of plural last names in Spanish and other languages

Camacho¹

2021

Glossa: A Journal of General Linguistics

View full text Add to dashboard Cite

Spanish plural last name noun phrases appear with a plural determiner and a singular or plural noun. Last names marked as singular are interpreted as a group, whereas plural ones are interpreted as collection of individuals (additive reading), although both behave like fully plural DPs. Based on a comparison with first names, I propose that last names involve a null nominal ‘group’ head dominated by an associative plural realized as the plural morpheme on the determiner. When the last name is plural, it has an additional NUM head that forces the additive reading. The last name number patterns are shown to be similar to those of N-N compounds, with which they share other similarities. The paper also surveys crosslinguistic pluralization patterns, proposing potential patterns of variation: the presence/absence of the null nominal and the structural location of the associative plural head.

show abstract

Section: Last Names and N-n Compoundsmentioning

confidence: 99%

The structure of plural last names in Spanish and other languages

Camacho¹

2021

Glossa: A Journal of General Linguistics

View full text Add to dashboard Cite

show abstract

“…NNs have been the focus of a vast number of empirical studies dealing with a wide variety of topics. Some of these include grammatical analyses targeting issues such as the inflectional properties of the NN constituents (e.g., Kirchner & Nicoladis, 2009;Liceras & Klassen, 2019;Liceras et al, 2020;Nicoladis, 1999Nicoladis, , 2003b or word order and gender agreement between the two nouns (e.g., Fernández Fuertes et al, 2008). Other studies address lexical and semantic issues such as the family size the nouns belong to (Krott & Nicoladis, 2005), or possible existing relationships between the two elements of the NN (Krott et al, 2008(Krott et al, , 2010Nicoladis 2003a).…”

Section: The Acquisition Of Nnsmentioning

confidence: 99%

“…In Spanish, number can also manifest optionally in the non-head element of the compound, but only if it appears in the head, too(Liceras et al, 2020;Scalise & Fábregas, 2010).…”

mentioning

confidence: 99%

Instructed second language acquisition & cross-linguistic influence: word order in nominal structures

Gómez Garzarán

View full text Add to dashboard Cite

This dissertation analyzes the impact of two issues related to the field of Instructed Second Language Acquisition: length of exposure and explicit instruction. These issues are explored in the specific domain of noun modification in English by considering two structures: adjective-noun strings (ANs) and noun-noun compounds (NNs). To do so, the L2 English data of 96 L1 Spanish children are analyzed along three years as elicited via two written tasks: an acceptability judgment and a production task. Additional crosssectional oral data are obtained in the last year by means of a director-matcher task. All the participants receive explicit instruction for ANs, as customary in the Spanish school context. A specific pedagogical program including explicit instruction on NNs is used with half of the participants, thus establishing two groups: the instruction group and the non-instruction group. Both groups include two age groups each, depending on the age at which participants were first tested (6 and 8-year-olds). This participants' taxonomy allows to measure the role of length of exposure to the L2 and to test the effectiveness of explicit instruction. The results show that length of exposure plays a role in the learning of ANs and NNs given the improvement of the participants' L2 knowledge for both structures along the three years. Furthermore, participants in the instruction group perform better than their non-instruction cohorts, and not only in the structures targeted in the explicit intervention, NNs, but also in ANs. In the convergence of the two main variables of explicit instruction and length of exposure, the results obtained in both the longitudinal written data and the cross-sectional oral data point to explicit instruction being more determinant than length of exposure. This study sheds further light into factors that are relevant to the L2 learning process in a school context, while it also contributes to the scarce existing literature on the acquisition of structures including noun modification in the form of ANs and NNs by L1 Spanish-L2 English children.

show abstract

Compuestos N-N y derivación en español y portugués brasileño: en la encrucijada morfología, sintaxis y semántica

Cited by 2 publications

References 4 publications

The structure of plural last names in Spanish and other languages

The structure of plural last names in Spanish and other languages

Instructed second language acquisition & cross-linguistic influence: word order in nominal structures

Contact Info

Product

Resources

About