The role of experience in the acquisition and production of diminutives and gender in Spanish: Evidence from L2 learners and heritage speakers

Montrul, Silvina; Fuente, Israël de la; Davidson, Justin; Foote, Rebecca

doi:10.1177/0267658312458268

Cited by 55 publications

(86 citation statements)

References 49 publications

(100 reference statements)

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“…In contrast, L1 Spanish learners showed clear preferences for masculine default forms in the three proficiency groups supporting previous findings for L1 learners (Mariscal, 2008) as well as for L2 learners (Montrul et al 2013;White et al 2004), as shown in (36). Moreover, as found in previous research, RT delays indicated that L1 Spanish learners showed longer latencies in feminine contexts (Sagarra and Herschensohn, 2010) when compared to masculine contexts although differences were not statistically significant.…”

Section: Default Formsupporting

confidence: 89%

“…In other words, masculine forms of determiners and adjectival forms were used rather than the feminine forms. Besides, this tendency for a masculine default is more The influence of age and context of acquisition on the acquisition of gender agreement by adult L2 Spanish learners has also been investigated (Montrul, Foote and Perpiñán, 2008;Montrul, de la Fuente, Davidson and Foote, 2013 systematic: the feminine forms are more affected than the masculine ones, and agreement with adjectives is more affected than with determiners. The third experiment consisted in an oral picture description task with 65 pictures.…”

Section: Computational Accountsmentioning

confidence: 99%

“…). Both online and offline measurements have been combined in recent research to shed some light on L2 feature availability accounts(Grüter, Lew-Williams and Fernald, 2012;Montrul et al 2013;VanPatten et al 2012).Most of the current psycholinguistic research on gender is framed within UG-based approaches, including representational deficit accounts (i.e. FFFH) and full access accounts (i.e.…”

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confidence: 99%

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

Imaz¹,

Mayo²

2011

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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: Default Formsupporting

confidence: 89%

Section: Computational Accountsmentioning

confidence: 99%

mentioning

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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“…This task served as a measure of proficiency. Picture naming has been identified as a reliable measure of proficiency in L2 and heritage language research Bobb, 2008;Festman, 2012;Kharkhurin, 2012;Montrul et al, 2013; among many others). 8 In the second task, the subjects were shown 30 pictures representing the same singular nouns along with 30 pictures corresponding to their plural forms.…”

Section: Tasksmentioning

confidence: 99%

Concatenative and Nonconcatenative Plural Formation in L1, L2, and Heritage Speakers of Arabic

Albirini

Benmamoun

2014

The Modern Language Journal

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This study compares Arabic L1, L2, and heritage speakers' (HS) knowledge of plural formation, which involves concatenative and nonconcatenative modes of derivation. Ninety participants (divided equally among L1, L2, and heritage speakers) completed two oral tasks: a picture naming task (to measure proficiency) and a plural formation task. The findings indicate that both L2 learners and heritage speakers have consistent problems with nonconcatenative plural morphology (particularly plurals with geminated and defective roots). However, the difficulties that heritage speakers displayed were mainly restricted to forms that are acquired late by L1 children, unlike L2 learners who displayed a sharp performance dichotomy between concatenative and nonconcatenative plurals. Furthermore, with regard to the default strategy, heritage speakers resorted to the language-specific default form, namely the sound feminine, whereas L2 learners opted for the sound masculine, which is likely a case of adhering to a universal tendency.

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“…This task served as a measure of proficiency. Picture naming has been identified as a reliable measure of proficiency in L2 and heritage language research (Benmamoun et al, ; Bobb, ; Festman, ; Kharkhurin, ; Montrul et al, ; among many others)…”

Section: Methodsmentioning

confidence: 99%

Concatenative and Nonconcatenative Plural Formation in L1, L2, and Heritage Speakers of Arabic

Albirini

Benmamoun

2014

The Modern Language Journal

View full text Add to dashboard Cite

This study compares Arabic L1, L2, and heritage speakers’ (HS) knowledge of plural formation, which involves concatenative and nonconcatenative modes of derivation. Ninety participants (divided equally among L1, L2, and heritage speakers) completed two oral tasks: a picture naming task (to measure proficiency) and a plural formation task. The findings indicate that both L2 learners and heritage speakers have consistent problems with nonconcatenative plural morphology (particularly plurals with geminated and defective roots). However, the difficulties that heritage speakers displayed were mainly restricted to forms that are acquired late by L1 children, unlike L2 learners who displayed a sharp performance dichotomy between concatenative and nonconcatenative plurals. Furthermore, with regard to the default strategy, heritage speakers resorted to the language‐specific default form, namely the sound feminine, whereas L2 learners opted for the sound masculine, which is likely a case of adhering to a universal tendency.

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The role of experience in the acquisition and production of diminutives and gender in Spanish: Evidence from L2 learners and heritage speakers

Abstract: International audienc

Cited by 55 publications

References 49 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

Concatenative and Nonconcatenative Plural Formation in L1, L2, and Heritage Speakers of Arabic

Concatenative and Nonconcatenative Plural Formation in L1, L2, and Heritage Speakers of Arabic

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