This study investigates the second language (L2) acquisition of a constraint on definiteness in Japanese floating numeral quantifiers (NQs) by native English and Korean speakers. The constraint arises because of the specific structural relation between a floating NQ and its associated noun, resulting in an obligatorily indefinite interpretation. The indirect – or, covert – encoding of definiteness in this structure allows investigation of predictions based on the cline of difficulty proposed by Cho and Slabakova (2014), whereby L2 acquisition of a covert property may be facilitated if the first language (L1) expresses the relevant feature overtly. English is such a language, having overt morphology to express definiteness, whereas Korean has floating NQs that are obligatorily, and covertly, indefinite, as in Japanese. Sensitivity to definiteness in Japanese floating NQs was measured using an acceptability judgement task. Although both L1-Korean and L1-English speakers of Japanese showed sensitivity to the constraint at group level, follow-up analyses suggested that the Korean group had more consistent knowledge. We argue that the complexity of the acquisition task – which was greater for the English-speakers than the Korean-speakers – played a bigger role in attainment than overt versus covert encoding of the relevant feature in the L1.
{"title":"L2 acquisition of definiteness in Japanese floating numeral quantifiers","authors":"Keisuke Kume, Heather Marsden","doi":"10.1075/lab.20110.kum","DOIUrl":"https://doi.org/10.1075/lab.20110.kum","url":null,"abstract":"\u0000This study investigates the second language (L2) acquisition of a constraint on definiteness in Japanese floating numeral quantifiers (NQs) by native English and Korean speakers. The constraint arises because of the specific structural relation between a floating NQ and its associated noun, resulting in an obligatorily indefinite interpretation. The indirect – or, covert – encoding of definiteness in this structure allows investigation of predictions based on the cline of difficulty proposed by Cho and Slabakova (2014), whereby L2 acquisition of a covert property may be facilitated if the first language (L1) expresses the relevant feature overtly. English is such a language, having overt morphology to express definiteness, whereas Korean has floating NQs that are obligatorily, and covertly, indefinite, as in Japanese. Sensitivity to definiteness in Japanese floating NQs was measured using an acceptability judgement task. Although both L1-Korean and L1-English speakers of Japanese showed sensitivity to the constraint at group level, follow-up analyses suggested that the Korean group had more consistent knowledge. We argue that the complexity of the acquisition task – which was greater for the English-speakers than the Korean-speakers – played a bigger role in attainment than overt versus covert encoding of the relevant feature in the L1.","PeriodicalId":48664,"journal":{"name":"Linguistic Approaches To Bilingualism","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42371582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Across languages, structures with non-canonical word order have been shown to be problematic for both child and adult heritage speakers. To investigate the linguistic and child-level factors that modulate heritage speakers’ difficulties with non-canonical word orders, we examined the comprehension and production of three Mandarin non-canonical structures in 5- to 9-year-old Mandarin-English heritage children and compared them to age-matched Mandarin-speaking monolingual children and adults. Specifically, we examined how linguistic properties, such as linear word order, presence or absence of morphosyntactic cues, and surface structural overlap between languages, as well as child-level factors, such as chronological age and current home language use affect the acquisition of non-canonical structures in heritage children and their monolingual peers. Results showed that although heritage children could use morphosyntactic cues, they did not show monolingual-level sensitivity to passive-related morphology. Additionally, children produced more canonical SVO word order, which is shared between English and Mandarin, and preferred the reverse interpretations of non-canonical structures in comprehension. These responses were taken as evidence for cross-linguistic influence from the majority to the minority language. Finally, although non-canonical structures caused difficulties for child heritage speakers, their performance was modulated by structure and improved with age, over and above heritage language use.
{"title":"Comprehension and production of non-canonical word orders in Mandarin-speaking child heritage speakers","authors":"Jiuzhou Hao, Vasiliki Chondrogianni","doi":"10.1075/lab.20096.hao","DOIUrl":"https://doi.org/10.1075/lab.20096.hao","url":null,"abstract":"\u0000Across languages, structures with non-canonical word order have been shown to be problematic for both child and adult heritage speakers. To investigate the linguistic and child-level factors that modulate heritage speakers’ difficulties with non-canonical word orders, we examined the comprehension and production of three Mandarin non-canonical structures in 5- to 9-year-old Mandarin-English heritage children and compared them to age-matched Mandarin-speaking monolingual children and adults. Specifically, we examined how linguistic properties, such as linear word order, presence or absence of morphosyntactic cues, and surface structural overlap between languages, as well as child-level factors, such as chronological age and current home language use affect the acquisition of non-canonical structures in heritage children and their monolingual peers. Results showed that although heritage children could use morphosyntactic cues, they did not show monolingual-level sensitivity to passive-related morphology. Additionally, children produced more canonical SVO word order, which is shared between English and Mandarin, and preferred the reverse interpretations of non-canonical structures in comprehension. These responses were taken as evidence for cross-linguistic influence from the majority to the minority language. Finally, although non-canonical structures caused difficulties for child heritage speakers, their performance was modulated by structure and improved with age, over and above heritage language use.","PeriodicalId":48664,"journal":{"name":"Linguistic Approaches To Bilingualism","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47342241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite the importance of conscious awareness in second language acquisition theories, little is known about how L2 speech perception can be improved by explicit phonetic instruction. This study examined the relationship between phonological awareness and perception in Dutch younger and older adult L2 listeners, focusing on English contrasts of two types: a familiar contrast in an unfamiliar position (word-final /t/-/d/) and an unfamiliar contrast (/æ/-/ε/). Awareness was assessed with a task in which written minimal pairs and homophone pairs had to be judged as sounding the same or different. Perception was assessed with a two-alternative forced-choice identification task with auditorily presented words from minimal pairs. We investigated whether listeners’ awareness and perception improved after a video-based explicit instruction that oriented their attention to one of these contrasts, and we tested whether including information about the phonetic cue of vowel duration increased learning. Awareness and perception of each contrast were shown to be moderately correlated at the study’s outset. Furthermore, awareness and perception for each contrast generally improved more after the instruction drawing attention to that contrast. However, the effectiveness of explicit phonetic instruction varied depending on the combination of the contrast, cue information, and listener age group.
{"title":"How explicit instruction improves phonological awareness and perception of L2 sound contrasts in younger and older\u0000 adults","authors":"E. Felker, E. Janse, M. Ernestus, M. Broersma","doi":"10.1075/lab.20113.fel","DOIUrl":"https://doi.org/10.1075/lab.20113.fel","url":null,"abstract":"\u0000 Despite the importance of conscious awareness in second language acquisition theories, little is known about how\u0000 L2 speech perception can be improved by explicit phonetic instruction. This study examined the relationship between phonological\u0000 awareness and perception in Dutch younger and older adult L2 listeners, focusing on English contrasts of two types: a familiar\u0000 contrast in an unfamiliar position (word-final /t/-/d/) and an unfamiliar contrast (/æ/-/ε/). Awareness was assessed with a task\u0000 in which written minimal pairs and homophone pairs had to be judged as sounding the same or different. Perception was assessed\u0000 with a two-alternative forced-choice identification task with auditorily presented words from minimal pairs. We investigated\u0000 whether listeners’ awareness and perception improved after a video-based explicit instruction that oriented their attention to one\u0000 of these contrasts, and we tested whether including information about the phonetic cue of vowel duration increased learning.\u0000 Awareness and perception of each contrast were shown to be moderately correlated at the study’s outset. Furthermore, awareness and\u0000 perception for each contrast generally improved more after the instruction drawing attention to that contrast. However, the\u0000 effectiveness of explicit phonetic instruction varied depending on the combination of the contrast, cue information, and listener\u0000 age group.","PeriodicalId":48664,"journal":{"name":"Linguistic Approaches To Bilingualism","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43059086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Bilingualism and autism","authors":"Angela de Bruin, Marianna E. Hayiou‐Thomas","doi":"10.1075/lab.21053.deb","DOIUrl":"https://doi.org/10.1075/lab.21053.deb","url":null,"abstract":"","PeriodicalId":48664,"journal":{"name":"Linguistic Approaches To Bilingualism","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43980398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The empirical evidence for whether narrative macrostructure skills are shared between a bilingual child’s two languages is inconclusive, and it is not known how macrostructure (overall story structure) is influenced by general language proficiency and amount of exposure. The present study investigates these issues in 100 Turkish-Swedish bilingual 4-to-7-year-old children growing up in Sweden. Oral narratives were elicited in both Turkish and Swedish with two picture-based tasks from the Multilingual Assessment Instrument for Narratives (MAIN) in the telling mode. We investigated to what extent the language of elicitation influences bilingual children’s macrostructure (story structure, episodic complexity), and explored effects of age, narrative task, narrative length, expressive vocabulary and language exposure, both separately and combined, on macrostructure in the respective language. Story structure and episodic complexity were found to increase similarly with age in both Turkish and Swedish from 4 to 7 years. Scores did not differ between the two MAIN storytelling tasks. Expressive vocabulary and narrative length influenced story structure scores positively and similarly in both languages. Daily language exposure and length of exposure to Swedish did not show any significant effect. The results can be interpreted in support of a carry-over of narrative macrostructural skills between the two languages.
{"title":"Storytelling in bilingual Turkish-Swedish children","authors":"U. Bohnacker, Josefin Lindgren, Buket Öztekin","doi":"10.1075/lab.20057.boh","DOIUrl":"https://doi.org/10.1075/lab.20057.boh","url":null,"abstract":"The empirical evidence for whether narrative macrostructure skills are shared between a bilingual child’s two languages is inconclusive, and it is not known how macrostructure (overall story structure) is influenced by general language proficiency and amount of exposure. The present study investigates these issues in 100 Turkish-Swedish bilingual 4-to-7-year-old children growing up in Sweden. Oral narratives were elicited in both Turkish and Swedish with two picture-based tasks from the Multilingual Assessment Instrument for Narratives (MAIN) in the telling mode. We investigated to what extent the language of elicitation influences bilingual children’s macrostructure (story structure, episodic complexity), and explored effects of age, narrative task, narrative length, expressive vocabulary and language exposure, both separately and combined, on macrostructure in the respective language. Story structure and episodic complexity were found to increase similarly with age in both Turkish and Swedish from 4 to 7 years. Scores did not differ between the two MAIN storytelling tasks. Expressive vocabulary and narrative length influenced story structure scores positively and similarly in both languages. Daily language exposure and length of exposure to Swedish did not show any significant effect. The results can be interpreted in support of a carry-over of narrative macrostructural skills between the two languages.","PeriodicalId":48664,"journal":{"name":"Linguistic Approaches To Bilingualism","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47262547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines grammatical gender (GG) production in young Spanish heritage-speakers (HSs) and the potential effect of the children’s language use and their parents’ input. We compared four and eight-year-old HSs to same-age monolingual children on their gender production. We measured GG production in determiners and adjectives via an elicited production task. HSs’ parents reported children’s time in each language and also completed the elicitation task. Results show that HSs’ scored significantly lower than monolinguals in both grammatical structures in which the unmarked masculine default predominates. However, older HSs had higher accuracy than younger HSs. Input from parents is not correlated with HSs’ performance and neither Spanish use nor language proficiency predicts GG performance on HSs. For theories of language acquisition, it is important to consider that although the linguistic knowledge of the HSs may differ from that of monolinguals, their grammar is protracted rather than incomplete.
{"title":"Grammatical gender in Spanish child heritage speakers","authors":"Lourdes Martinez-Nieto, M. Restrepo","doi":"10.1075/lab.20042.mar","DOIUrl":"https://doi.org/10.1075/lab.20042.mar","url":null,"abstract":"\u0000 This study examines grammatical gender (GG) production in young Spanish heritage-speakers (HSs) and the potential\u0000 effect of the children’s language use and their parents’ input. We compared four and eight-year-old HSs to same-age monolingual\u0000 children on their gender production. We measured GG production in determiners and adjectives via an elicited production task. HSs’\u0000 parents reported children’s time in each language and also completed the elicitation task. Results show that HSs’ scored\u0000 significantly lower than monolinguals in both grammatical structures in which the unmarked masculine default predominates.\u0000 However, older HSs had higher accuracy than younger HSs. Input from parents is not correlated with HSs’ performance and neither\u0000 Spanish use nor language proficiency predicts GG performance on HSs. For theories of language acquisition, it is important to\u0000 consider that although the linguistic knowledge of the HSs may differ from that of monolinguals, their grammar is protracted\u0000 rather than incomplete.","PeriodicalId":48664,"journal":{"name":"Linguistic Approaches To Bilingualism","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45476912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Studies of macrostructure in bilingual children investigated potential age and language effects, without systematically taking into account bilingualism factors such as language dominance, exposure to narratives, and general language abilities. These issues were addressed in a study of macrostructure production by 69 bilingual Lebanese Arabic-French children aged 4–9. The children were administered the Multilingual Assessment Instrument for Narratives in the tell mode and a standardized conceptual vocabulary test. Parental questionnaires were also used to gather information on language exposure and use. Age effects and limited effects of language were found for all measures of macrostructure production (story structure, structural complexity and use of internal state terms). Significant correlations arose between these measures, vocabulary scores, and age, and between structural complexity scores and language dominance. Regression analyses revealed the predictive role of vocabulary in the development of macrostructure. These results are compatible with the idea that macrostructure is not language dependent. They also suggest that minimal language skills are needed for expressing macrostructure. The limited impact of bilingualism factors could stem from the fact that French and Lebanese Arabic are majority languages in Lebanon, meaning that the children had received continuous exposure to both languages, including within the school system.
{"title":"Macrostructure in narratives produced by Lebanese Arabic-French bilingual children","authors":"Rachel Fiani, Guillemette Henry, P. Prévost","doi":"10.1075/LAB.20035.FIA","DOIUrl":"https://doi.org/10.1075/LAB.20035.FIA","url":null,"abstract":"\u0000Studies of macrostructure in bilingual children investigated potential age and language effects, without systematically taking into account bilingualism factors such as language dominance, exposure to narratives, and general language abilities. These issues were addressed in a study of macrostructure production by 69 bilingual Lebanese Arabic-French children aged 4–9. The children were administered the Multilingual Assessment Instrument for Narratives in the tell mode and a standardized conceptual vocabulary test. Parental questionnaires were also used to gather information on language exposure and use. Age effects and limited effects of language were found for all measures of macrostructure production (story structure, structural complexity and use of internal state terms). Significant correlations arose between these measures, vocabulary scores, and age, and between structural complexity scores and language dominance. Regression analyses revealed the predictive role of vocabulary in the development of macrostructure. These results are compatible with the idea that macrostructure is not language dependent. They also suggest that minimal language skills are needed for expressing macrostructure. The limited impact of bilingualism factors could stem from the fact that French and Lebanese Arabic are majority languages in Lebanon, meaning that the children had received continuous exposure to both languages, including within the school system.","PeriodicalId":48664,"journal":{"name":"Linguistic Approaches To Bilingualism","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48584086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Previous studies have shown that bilingual children typically score more poorly on nonword repetition (NWR) tasks than monolingual peers, which has been attributed to bilinguals’ lower proficiency in the language that the NWR task is based on. To enable fairer assessments of bilingual children, Cross-Linguistic NWR tasks (CL-NWR tasks) have been developed that are based on the linguistic properties of many languages. The aim of this study is to investigate whether young children’s performance on a CL-NWR is less dependent on existing knowledge of a specific language than performance on a Language-Specific (Dutch-based) NWR (LS-NWR). Bilingual and multilingual two- and three-year-olds (N = 216) completed a CL-NWR and LS-NWR, as well as a Dutch receptive vocabulary task. Parents reported the number of languages children spoke other than Dutch. Results of linear mixed-effect regressions showed that Dutch vocabulary scores related to performance on the CL-NWR task less strongly than to performance on the LS-NWR task. The number of non-Dutch languages spoken did not differentially relate to performance on the two tasks. These findings indicate that CL-NWR tasks – at least as used here – allow for more language-neutral NWR assessments within linguistically diverse samples, already at toddler age.
{"title":"The role of existing language knowledge in bilingual and multilingual toddlers’ repetition of cross-linguistic and language-specific nonwords","authors":"Josje Verhagen, Sible Andringa","doi":"10.1075/lab.20050.ver","DOIUrl":"https://doi.org/10.1075/lab.20050.ver","url":null,"abstract":"\u0000Previous studies have shown that bilingual children typically score more poorly on nonword repetition (NWR) tasks than monolingual peers, which has been attributed to bilinguals’ lower proficiency in the language that the NWR task is based on. To enable fairer assessments of bilingual children, Cross-Linguistic NWR tasks (CL-NWR tasks) have been developed that are based on the linguistic properties of many languages. The aim of this study is to investigate whether young children’s performance on a CL-NWR is less dependent on existing knowledge of a specific language than performance on a Language-Specific (Dutch-based) NWR (LS-NWR). Bilingual and multilingual two- and three-year-olds (N = 216) completed a CL-NWR and LS-NWR, as well as a Dutch receptive vocabulary task. Parents reported the number of languages children spoke other than Dutch. Results of linear mixed-effect regressions showed that Dutch vocabulary scores related to performance on the CL-NWR task less strongly than to performance on the LS-NWR task. The number of non-Dutch languages spoken did not differentially relate to performance on the two tasks. These findings indicate that CL-NWR tasks – at least as used here – allow for more language-neutral NWR assessments within linguistically diverse samples, already at toddler age.","PeriodicalId":48664,"journal":{"name":"Linguistic Approaches To Bilingualism","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41519651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
T. Ionin, M. Goldshtein, T. Luchkina, Sofya Styrina
This paper reports on an experimental investigation of what second language (L2) learners and heritage speakers of Russian know about the relationship between word order and information structure in Russian. The participants completed a bimodal acceptability judgment task, rating the acceptability of SVO and OVS word orders in narrow-focus contexts, under neutral prosody. Heritage speakers behaved like the control group of baseline speakers, preferring SVO order in answer to object questions, and OVS order in answer to subject questions. In contrast, L2 learners preferred SVO order regardless of the context. While the heritage speaker group was more proficient than the L2 group, proficiency alone cannot account for differences in performance: specifically, with regard to acceptance of OVS order for subject narrow focus, heritage speakers improved with proficiency, but L2 learners did not. It is proposed that heritage speakers have an advantage in this domain due to early age of acquisition (cf. Montrul, 2008). This finding is consistent with prior literature on narrow focus with heritage speakers of other languages, and suggests that this phenomenon is not particularly vulnerable in heritage languages.
{"title":"Who did what to whom, and what did we already know?","authors":"T. Ionin, M. Goldshtein, T. Luchkina, Sofya Styrina","doi":"10.1075/lab.20045.ion","DOIUrl":"https://doi.org/10.1075/lab.20045.ion","url":null,"abstract":"\u0000 This paper reports on an experimental investigation of what second language (L2) learners and heritage speakers of\u0000 Russian know about the relationship between word order and information structure in Russian. The participants completed a bimodal\u0000 acceptability judgment task, rating the acceptability of SVO and OVS word orders in narrow-focus contexts, under neutral prosody.\u0000 Heritage speakers behaved like the control group of baseline speakers, preferring SVO order in answer to object questions, and OVS\u0000 order in answer to subject questions. In contrast, L2 learners preferred SVO order regardless of the context. While the heritage\u0000 speaker group was more proficient than the L2 group, proficiency alone cannot account for differences in performance:\u0000 specifically, with regard to acceptance of OVS order for subject narrow focus, heritage speakers improved with proficiency, but L2\u0000 learners did not. It is proposed that heritage speakers have an advantage in this domain due to early age of acquisition (cf.\u0000 Montrul, 2008). This finding is consistent with prior literature on narrow focus\u0000 with heritage speakers of other languages, and suggests that this phenomenon is not particularly vulnerable in heritage\u0000 languages.","PeriodicalId":48664,"journal":{"name":"Linguistic Approaches To Bilingualism","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47704686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Verbal morphology is a particularly vulnerable domain in the grammars of Spanish heritage speakers (HSs). Among the most frequently studied phenomena is mood selection, identified as a pervasive locus of variability that affects the production of subjunctive more prominently. The present article explores this area of research by examining the effects of mood selection type on HSs’ subjunctive use. In contrast with previous studies, this investigation controls for propositional modality, focusing its analyses on instances of obligatory and variable subjunctive selection within deontic predicates. Results from a production task revealed that, despite the presence of between-group differences driven by participants’ levels of proficiency, type of selection did not significantly modulate their rates of subjunctive use. These findings challenge previous claims about the extent to which this factor affects Spanish HSs’ performance, and highlight the importance of considering propositional modality when examining the acquisition of mood.
{"title":"Re-examining the role of mood selection type in Spanish heritage speakers’ subjunctive production","authors":"Silvia Perez-Cortes","doi":"10.1075/LAB.20111.PER","DOIUrl":"https://doi.org/10.1075/LAB.20111.PER","url":null,"abstract":"\u0000 Verbal morphology is a particularly vulnerable domain in the grammars of Spanish heritage speakers (HSs). Among\u0000 the most frequently studied phenomena is mood selection, identified as a pervasive locus of variability that affects the\u0000 production of subjunctive more prominently. The present article explores this area of research by examining the effects of mood\u0000 selection type on HSs’ subjunctive use. In contrast with previous studies, this investigation controls for propositional modality,\u0000 focusing its analyses on instances of obligatory and variable subjunctive selection within deontic predicates. Results from a\u0000 production task revealed that, despite the presence of between-group differences driven by participants’ levels of proficiency,\u0000 type of selection did not significantly modulate their rates of subjunctive use. These findings challenge previous claims about\u0000 the extent to which this factor affects Spanish HSs’ performance, and highlight the importance of considering propositional\u0000 modality when examining the acquisition of mood.","PeriodicalId":48664,"journal":{"name":"Linguistic Approaches To Bilingualism","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46443358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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