Crosslinguistic Influence in Language and Cognition

Jarvis, Scott; Pavlenko, Aneta

doi:10.4324/9780203935927

Cited by 797 publications

(516 citation statements)

References 5 publications

Supporting

Mentioning

453

Contrasting

Unclassified

Order By: Relevance

“…Jarvis Pavlenko, 2007). Others, among whom Silva-Corvalán (1994), emphasize the centrality of the lexicon to what seem cross-linguistic effects in grammar.…”

Section: Discussionmentioning

confidence: 99%

Maintained and acquired heritage Spanish in the Netherlands: The case of dative constructions

Suchtelen

2014

Applied Linguistics Review

View full text Add to dashboard Cite

The present study examines five types of dative constructions in heritage Spanish in the Netherlands. Elicited production data from first generation bilinguals and heritage speakers were analyzed and compared to those of monolingual controls. The results indicate that the first generation is not different from the monolingual baseline in their use of datives. The heritage group showed a remarkable subdivision: those with a history of relatively high exposure to Spanish in childhood, move away significantly from the use of dative experiencers and datives of interest, while they are native-like regarding the other constructions. Those who grew up with only one Spanish speaking parent and/or did not productively use Spanish in childhood, however, appear to avoid or restructure all dative constructions. Moreover, the observed innovations correlate with speech rate. It is hypothesized that, whereas influence of Dutch may be one of the factors at play, particularly in the case of dative experiencers and datives of interest, a principal underlying factor to all observed innovations is a Spanish-internal optimization mechanism of omitting dative verbal clitics, which serves to free up processing resources in the less-automatized systems of those who had low childhood exposure to Spanish.

show abstract

“…Jarvis Pavlenko, 2007). Others, among whom Silva-Corvalán (1994), emphasize the centrality of the lexicon to what seem cross-linguistic effects in grammar.…”

Section: Discussionmentioning

confidence: 99%

Maintained and acquired heritage Spanish in the Netherlands: The case of dative constructions

Suchtelen

2014

Applied Linguistics Review

View full text Add to dashboard Cite

show abstract

“…For example, 3rd person-s appears to be the most difficult morpheme to master for L2 learners of English regardless of L1 (Murakami, 2013). Moreover, it has been well established empirically now that crosslinguistic influences are always probabilistic and bidirectional (Jarvis & Pavlenko, 2008). Thus a great deal of theoretical and analytical flexibility will be called for when teasing out potential L1 influences on syntactic complexity.…”

Section: L1 As a Moderating Variable Of L2 Syntactic Complexitymentioning

confidence: 99%

Syntactic complexity in L2 writing: Progress and expansion

Ortega

2015

Journal of Second Language Writing

143

View full text Add to dashboard Cite

“…In order to avoid interference mistakes, traditional language teaching strongly focuses on lexical and grammatical phenomena. By contrast, conceptual transfer (Jarvis 1998) has received little attention in foreign language teaching, although experimental research has shown that learners have a strong tendency to transfer the habitual conceptualization patterns of their native language to their L2 (Jarvis 1998;Stutterheim and Nüse 2003;Jarvis and Pavlenko 2008). In order to sensitize L2 learners to different conceptualization patterns and to promote their language awareness, we argue for an integration of psycholinguistic experiments into the foreign language classroom.…”

Section: A2 Appendixmentioning

confidence: 92%

Classroom-oriented Research

Pawlak¹,

Bielak²,

Mystkowska-Wiertelak³

2014

Second Language Learning and Teaching

View full text Add to dashboard Cite

The series brings together volumes dealing with different aspects of learning and teaching second and foreign languages. The titles included are both monographs and edited collections focusing on a variety of topics ranging from the processes underlying second language acquisition, through various aspects of language learning in instructed and non-instructed settings, to different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. The publications reflect state-of-the-art developments in those areas, they adopt a wide range of theoretical perspectives and follow diverse research paradigms. The intended audience are all those who are interested in naturalistic and classroom second language acquisition, including researchers, methodologists, curriculum and materials designers, teachers and undergraduate and graduate students undertaking empirical investigations of how second languages are learnt and taught.

show abstract

Crosslinguistic Influence in Language and Cognition

Cited by 797 publications

References 5 publications

Maintained and acquired heritage Spanish in the Netherlands: The case of dative constructions

Maintained and acquired heritage Spanish in the Netherlands: The case of dative constructions

Syntactic complexity in L2 writing: Progress and expansion

Classroom-oriented Research

Contact Info

Product

Resources

About