Gender agreement in L3 English by Basque/Spanish bilinguals

Agirre, Ainara Imaz; Mayo, Marı́a del Pilar Garcı́a

doi:10.1075/lab.3.4.02ima

Cited by 5 publications

(7 citation statements)

References 38 publications

(58 reference statements)

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“…by Basque/Spanish bilinguals in a minimal input setting. Anecdotal evidence as well as a previous exploratory study on this topic (Imaz Agirre and García Mayo, 2013) showed the problems L3 English learners have establishing gender agreement between the possessor and the possessee, as in (1).…”

Section: Introductionmentioning

confidence: 71%

“…with L2 Spanish (Sagarra and Herschensohn, 2011) completing online comprehension tasks have also reported this finding. Concerning the effect of the grammatical gender of the Spanish equivalent noun or 'gender attraction effects', previous research found these effects in the production of L2 and L3 English possessives (Imaz Agirre and García Mayo, 2013;Santesteban et al 2010).…”

Section: Summary Of Research Questions and Hypothesesmentioning

confidence: 99%

“…Nevertheless, acquisition data have shown more difficulties in the production of animate nouns (Bruhn de Garavito and Imaz Agirre and García Mayo, 2013). Moreover, in the L3 acquisition literature, evidence has shown that agreement relationships in L3 German are based on the L1 syntax of Spanish learners as opposed to the associatively-learned vocabulary learning of Japanese speakers (Jaensch, 2011).…”

Section: Gender Attraction Effectsmentioning

confidence: 99%

“…There is growing body of research examining the developmental sequences of L3 acquisition in learners who are beyond the initial state (García Mayo and Rothman, 2012 Mayo, 2013).…”

Section: Previous Research On Developing Interlanguagesmentioning

confidence: 99%

“…In a previous (preliminary) study on the acquisition of gender agreement by Basque/Spanish bilinguals, Imaz Agirre and García Mayo (2013) examined the IL of 34 intermediate and advanced Basque/Spanish bilingual learners of L3 English when completing two oral tasks (an oral production task and a picture description task).…”

Section: Basque/spanish Bilingualsmentioning

confidence: 99%

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The acquisition of gender agreement in L3 English by Basque/Spanish bilinguals

Imaz¹,

Mayo²

2011

PsycEXTRA Dataset

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PhD Dissertation 2015(c) 2015 AINARA IMAZ AGUIRRE ii Acknowledgments My deepest gratitude goes first to my supervisor, María del Pilar García Mayo, for her support, guidance, encouragement, and especially her confidence in my work from the very beginning. Despite her busy schedule, she always provided insightful comments and exhaustive feedback on drafts of the thesis, papers, conference abstracts, and even e-mail and WhatsApp communications. It was a pleasure to be your student. ¡¡Grazas por todo o que me ensinaches!! I am greatly thankful to the members of the committee and the two international experts Antonio Fábregas (University of Tromsø) and Roumyana Slabakova (University of Southampton), who gratefully accepted to read this work and whose comments, I am sure, will refine the quality of this work.

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Section: Introductionmentioning

confidence: 71%

Section: Summary Of Research Questions and Hypothesesmentioning

confidence: 99%

Section: Gender Attraction Effectsmentioning

confidence: 99%

“…There is growing body of research examining the developmental sequences of L3 acquisition in learners who are beyond the initial state (García Mayo and Rothman, 2012 Mayo, 2013).…”

Section: Previous Research On Developing Interlanguagesmentioning

confidence: 99%

Section: Basque/spanish Bilingualsmentioning

confidence: 99%

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The acquisition of gender agreement in L3 English by Basque/Spanish bilinguals

Imaz¹,

Mayo²

2011

PsycEXTRA Dataset

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Early child second language acquisition: French gender in German children

Meisel

2016

Bilingualism

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This study investigates the acquisition of grammatical gender in French by German L1 children (age of onset of acquisition (AO) 2;8-4,0). The analysis of spontaneous production data of 24 children gathered longitudinally and a gender assignment test administered to 8 of these children at ages 6;7-8;3 and to 9 children (AO 2,11-3;8) at ages 3;2-5;1 revealed that some of them resembled L1 learners whereas others behaved like adult L2 learners. The turning point is at around AO 3;6. AO is thus a crucial factor determining successive language acquisition.

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Does repeated pre-task planning have an impact on form-focused LREs?

Mayo,

Luquin

2023

LTYL

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Pre-task planning has been shown to improve fluency and complexity in adult learners’ speech in monologic tasks. Previous work considered pre-task planning in interactive tasks with young children in an ESL setting and reported that, in general, it had an impact on the amount of talk. However, no study so far has considered the impact of planning on the production of language-related episodes (LREs) by young children. This study examined the relationship between planning time and the accurate production of three target form-focused LREs (FFLREs) by thirty-three dyads of 11–12-year-old EFL learners who took part in a longitudinal experiment in which they narrated picture-prompted stories four times under one of three conditions: unguided planning (12 dyads), guided planning (12 dyads), or no-planning (9 dyads). Results showed that no significant improvement in target feature production was observed across weeks or conditions. Regarding accuracy, a notable difference emerged between the pre-test and delayed post-test in the unguided planning condition. Regarding between-group comparisons, although the guided planning group initially demonstrated higher accuracy than their counterparts, this distinction was not maintained. Thus, planning had limited benefits when considering FFLREs. Methodological and pedagogical implications will be discussed.

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Gender agreement in L3 English by Basque/Spanish bilinguals

Cited by 5 publications

References 38 publications

The acquisition of gender agreement in L3 English by Basque/Spanish bilinguals

The acquisition of gender agreement in L3 English by Basque/Spanish bilinguals

Early child second language acquisition: French gender in German children

Does repeated pre-task planning have an impact on form-focused LREs?

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