Variation in first-generation L1 deictic systems: Language attrition and bilingualism effects

Abstract

Aims and Objectives: This study explored the extent to which bilingual language exposure and practice might alter the way in which bilingual first-generation adult speakers use deictic demonstratives in their first language (Spanish) after immersion in a new language environment (Norwegian). Fully developed L1 systems are expected to be stable and less susceptible to change or restructuring than child systems. In addition, core domains of a language such as deictic demonstrative reference are hypothesized to be more robust. Design: Participants were tested with the Spanish version of the memory game. They completed an ethnolinguistic background questionnaire with questions targeting demographic data, experience with language, and daily routines in language use. Data and analyses: Demonstrative use was analysed using binomial multilevel modelling, allowing residual variance to be partitioned into a between-participant component and a within-participant component. Findings: Results demonstrate a shift in the demonstrative system of Spanish native speakers who have resided in Norway for a median of 6.5 years. This shift is reflected in extensive use of the semantically underspecified item ese at the expense of the form aquel. The latter form is less frequent and highly context-dependent in corpora of the modern language. It can be hypothesized that first-generation speakers are faster in converging on a simplified system of deictic reference than the native speaker group tested in Spain, but this development parallels tendencies observed in the monolingual variety of the language. This faster shift may well be influenced and catalysed by bilingual language practice. Originality: This article addresses a gap in research on deictic terms under conditions of language attrition. It documents a restructuring of the deictic system in first-generation speakers of Spanish residing in another country. The results suggest that marking peri-personal space is a core feature of deictic systems across languages, also preserved under deictic system shift.

Figurative language processing in autism spectrum disorders: A review

“…According to Lada et al (2023), idiomatic expressions vary by degree of ambiguity (potential overlap between lexical semantics and metaphorical concept), familiarity (frequency of use), transparency (proximity between the literal and nonliteral meaning) and decomposability (easy to decode). Idioms are fixed expressions whose nonliteral meaning is stored in semantic memory and their processing requires two parallel operations, namely, their direct retrieval from Mental Lexicon (internalized knowledge of lexical items' properties) (Cacciari, 2014) and the synthesis of their structural components in order to decode their nonliteral meaning (Vulchanova et al, 2011). Idioms are syntactically and semantically fixed expressions that operate as one unit (Schapira, 1999; Swinney & Cutler, 1979).…”

Discourse and communicative pragmatics.

“…Metaphor-comprehension ability develops rapidly from ages 8 to 11 years (Deckert et al, 2019;Pinto et al, 2018;Willinger et al, 2019), although the time course of development differs depending on the familiarity and salience of the metaphors. For example, children' s comprehension of idioms nears adult-level competence around age 10 (Vulchanova et al, 2011), while the comprehension of novel metaphors continues to progress through adolescence (Carriedo et al, 2016). Deficits in metaphor comprehension are seen in children with ASD, as they are more likely to adopt a literal interpretation of metaphorical language (Kalandadze et al, 2019;Van Herwegen & Rundblad, 2018).…”

The association between statistical learning and language development during childhood: A scoping review

“…[ 29 ]; and [ 30 ]). Regarding the age limit of the children included in studies, the rationale was that, while acquisition of morphology and core grammar in L1 may be complete by 4–5 years of age [ 31 ], many relevant skills continue to develop later and into the school years, such as syntax, literacy, figurative language comprehension, and meta-linguistic skills [ 32 , 33 ], L2 acquisition, and sensory processing abilities – i.e., visual SL [ 25 ]. Inclusion of studies measuring these skills is pertinent, and therefore participants’ age limit was set to 12 years of age.…”