Early null and overt subjects in the Spanish of simultaneous English-Spanish bilinguals and Crosslinguistic Influence

Villa-García, Julio; Suárez-Palma, Imanol

doi:10.1075/resla.29.2.01vil

Cited by 9 publications

(3 citation statements)

References 51 publications

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“…Then, the first category, lexis, explored L2 code switch (Bullock & Toribio, 2009), use of false friends or cognates, and calques 2 , both from the target language (Burton, 2013;Muñoz-Basol & Salazar, 2016). The second category, syntax, examined whether there were examples of L2 word order (as in adjective+noun, rather than noun+adjective from the L1, Spanish) (Morett & MacWhinney, 2013), use of elliptical/covert subjects, frequent in the L1 but not in the L2 (Balcom, 2003;Villa-García & Suárez-Palma, 2016), and finally, phrase calques, involving a direct translation from a phrase or sentence from the L2 (Riera & Romero, 2010). Results are shown in Table 7, below.…”

Section: Resultsmentioning

confidence: 99%

Unintentional Reverse Transfer from L2 (English) to L1 (Spanish) in Tertiary Levels

Agulló

2020

ijes

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This study attempts to reveal whether there is unintentional reverse transfer L2→L1 (English-Spanish) in the oral L1 production of university learners in formal contexts. The languages used by learners influence each other, and this transfer may occur from the first to the second language (direct transfer), or from the second to the first (reverse transfer), the focus of this work. Thus, an exploratory study was implemented with two groups of participants with different L2 proficiency levels. They had to retell, using their L1, a soundless video. Their production was recorded, transcribed and examined. Consistent with other studies, results suggest unintentional reverse transfer occurs more frequently when there is a lower level of L2 competence, or, alternatively, its effects have a more evident negative outcome for these learners. Pedagogically speaking, being able to identify successful reverse transfer strategies with a positive outcome may have important implications for bilingual educational contexts.

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Section: Resultsmentioning

confidence: 99%

Unintentional Reverse Transfer from L2 (English) to L1 (Spanish) in Tertiary Levels

Agulló

2020

ijes

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“…The development of subjects in bilingual children is typically researched through corpus studies on Spanish-English bilingual children (with generally very few subjects), and the focus has generally been on the proportion of overt subjects in the children's Spanish, which some studies have shown to be higher in bilingual children than in monolingual children (e.g., Paradis and Navarro 2003;Villa-García and Suárez-Palma 2016).…”

Section: Word Order In Child Heritage Speakersmentioning

confidence: 99%

The Development of Subject Position in Dutch-Dominant Heritage Speakers of Spanish: From Age 9 to Adulthood

et al. 2019

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This exploratory study investigates the knowledge of word order in intransitive sentences by heritage speakers of Spanish of different age groups: 9-year-olds, 13-year-olds and adults. In doing so, we aim to fill a gap in the heritage language literature, which, to date, has mainly focused on adult heritage speakers and preschool bilingual children. The results from a judgment task reveal that child- and adolescent heritage speakers do not entirely resemble monolingual age-matched children in the acquisition of subjects in Spanish, nor do they assimilate adult heritage speakers. The data suggest that several different processes can occur simultaneously in the acquisition of word order in heritage speakers: monolingual-like acquisition, delayed acquisition, and attrition. An analysis of the influence of extraneous variables suggests that most of these effects are likely to be the consequence of quantitatively reduced input in the heritage language and increased input in the majority language.

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“…An anonymous reviewer noted that, according toVilla-García & Suárez-Palma (2016), the cross-linguistic influence and the interface hypothesis may not play a part in the acquisition of subjects in terms of rate of overt and null subjects, preverbal and post-verbal subjects, as well as their pragmatic felicitousness. Their study is based on different corpora and it involves four English-Spanish bilingual children and one Spanish monolingual child.…”

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Clitics are not enough: on agreement and null subjects in Brazilian Venetan

Frasson

2021

Glossa: A Journal of General Linguistics

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This paper presents some facts about the syntax of subject pronouns in contact. We investigate agreement and EPP-checking in Brazilian Venetan, a heritage northern Italo-Romance variety spoken in southern Brazil in contact with Brazilian Portuguese. Central Venetan, the northern Italo-Romance variety that constitutes the basis of Brazilian Venetan, is a null-subject language presenting agreement-like subject clitics; Brazilian Portuguese is a partial pro-drop language, in which null subjects are allowed only in precise syntactic conditions and it is developing reduced pronominal subjects. We will address two changes we detected in Brazilian Venetan with respect to the syntax of subject pronouns: the non-contrastive realisation of the first person singular tonic pronoun, and the change in the syntax of subject clitics, which seem to be used as weak pronouns rather than agreement items. We will claim that the first change has to be connected to the simplification of interface conditions between syntax and discourse, a pattern which is commonly attested in bilingual speakers, while the second can be quite safely ascribed to the contact with a partially overlapping structure, namely the reduced pronominal subjects in spoken Brazilian Portuguese. We analyse the two phenomena, trying to find possible links between them in order to develop an analysis of subject clitics in contact and the conditions in which we may most probably find an effect of contact.

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Early null and overt subjects in the Spanish of simultaneous English-Spanish bilinguals and Crosslinguistic Influence

Abstract: This study assesses the scope of the Crosslinguistic Influence (CLI)

Cited by 9 publications

References 51 publications

Unintentional Reverse Transfer from L2 (English) to L1 (Spanish) in Tertiary Levels

Unintentional Reverse Transfer from L2 (English) to L1 (Spanish) in Tertiary Levels

The Development of Subject Position in Dutch-Dominant Heritage Speakers of Spanish: From Age 9 to Adulthood

Clitics are not enough: on agreement and null subjects in Brazilian Venetan

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