Pub Date : 2016-01-01DOI: 10.1075/RESLA.29.1.03FAY
Goretti Faya Ornia
El establecimiento de tipologias textuales permite reconocer los tipos de texto dominantes en un determinado genero textual. Su empleo resulta especialmente util en los estudios contrastivos que trabajan con un mismo genero en dos lenguas diferentes o con dos generos textuales distintos en una misma lengua. A pesar de su utilidad, no existe consenso en el establecimiento de tipologias textuales. En este trabajo, comenzaremos realizando un recorrido por las principales tipologias de corte especializado, y nos centraremos principalmente en el campo medico. Comentaremos ademas cuales han sido las principales contribuciones de dichas tipologias, asi como los elementos que convendria mejorar y los vacios que quedan por cubrir. Finalmente daremos a conocer nuestra propia propuesta de tipologia textual para el campo medico con la que trataremos de crear un marco claro en donde clasificar los generos medicos.
{"title":"Propuesta de tipología textual para el campo médico","authors":"Goretti Faya Ornia","doi":"10.1075/RESLA.29.1.03FAY","DOIUrl":"https://doi.org/10.1075/RESLA.29.1.03FAY","url":null,"abstract":"El establecimiento de tipologias textuales permite reconocer los tipos de texto dominantes en un determinado genero textual. Su empleo resulta especialmente util en los estudios contrastivos que trabajan con un mismo genero en dos lenguas diferentes o con dos generos textuales distintos en una misma lengua. A pesar de su utilidad, no existe consenso en el establecimiento de tipologias textuales. En este trabajo, comenzaremos realizando un recorrido por las principales tipologias de corte especializado, y nos centraremos principalmente en el campo medico. Comentaremos ademas cuales han sido las principales contribuciones de dichas tipologias, asi como los elementos que convendria mejorar y los vacios que quedan por cubrir. Finalmente daremos a conocer nuestra propia propuesta de tipologia textual para el campo medico con la que trataremos de crear un marco claro en donde clasificar los generos medicos.","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84417911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.1075/RESLA.29.1.05GAR
P. Íñigo, J. Riera
La investigacion sobre el lenguaje turistico esta adquiriendo cada vez mayor relevancia en los contextos educativos espanoles, sobre todo en el ambito universitario. Paralelamente, el numero de palabras inglesas en el discurso castellano del Turismo no ha dejado de crecer, provocando niveles elevados de interferencia lexica. El objetivo de este articulo es ver en que medida esta presencia del ingles se puede aplicar a la ensenanza del espanol para fines turisticos. Para ello, se ha utilizado un corpus que contiene conversaciones prototipicas. Los datos muestran multiples prestamos y calcos lexicos, la mayoria de los cuales ya forman parte de la lengua espanola en la industria. Por lo tanto, y por medio de un mundo virtual creado con Opensim, se han disenado actividades destinadas a facilitar la adquisicion de este lexico en particular. El fin ultimo de este estudio es concienciar de la presencia del ingles a los estudiantes de espanol como lengua extranjera, asi como dotarles de habilidades que redunden en una mejora de sus niveles de produccion linguistica.
{"title":"Interferencia léxica y aprendizaje virtual: La enseñanza de la lengua extranjera de especialidad turística en contextos universitarios","authors":"P. Íñigo, J. Riera","doi":"10.1075/RESLA.29.1.05GAR","DOIUrl":"https://doi.org/10.1075/RESLA.29.1.05GAR","url":null,"abstract":"La investigacion sobre el lenguaje turistico esta adquiriendo cada vez mayor relevancia en los contextos educativos espanoles, sobre todo en el ambito universitario. Paralelamente, el numero de palabras inglesas en el discurso castellano del Turismo no ha dejado de crecer, provocando niveles elevados de interferencia lexica. El objetivo de este articulo es ver en que medida esta presencia del ingles se puede aplicar a la ensenanza del espanol para fines turisticos. Para ello, se ha utilizado un corpus que contiene conversaciones prototipicas. Los datos muestran multiples prestamos y calcos lexicos, la mayoria de los cuales ya forman parte de la lengua espanola en la industria. Por lo tanto, y por medio de un mundo virtual creado con Opensim, se han disenado actividades destinadas a facilitar la adquisicion de este lexico en particular. El fin ultimo de este estudio es concienciar de la presencia del ingles a los estudiantes de espanol como lengua extranjera, asi como dotarles de habilidades que redunden en una mejora de sus niveles de produccion linguistica.","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72909078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.1075/RESLA.29.1.06ISU
Alberto Isusi, A. Martínez
Este articulo es un estudio cuantitativo que compara el grado de influencia de la familiaridad con el contenido del texto y el interes en el tema del pasaje sobre la comprension lectora de 245 estudiantes espanoles de ingles como lengua extranjera de 2o y 4o ESO. La comparacion se establece de forma general y en funcion del genero del lector, del nivel de competencia en L2 y del metodo de evaluacion (written recall y multiple choice). La recogida de datos se llevo a cabo durante la 2a y 3a semana del 2o trimestre del curso 2013–2014 en sendos colegios concertados de una ciudad del norte de Espana. Las muestras se analizaron empleando pruebas t de Student y ANOVA mediante el programa R. Los resultados muestran que (a) la familiaridad influye significativamente mas que el interes; (b) segun aumenta el nivel de competencia, la influencia de ambas variables decrece; (c) el genero no parece influir a la comprension lectora de textos que carecen de sesgo de genero; y (d) el metodo de evaluacion multiple choice parece facilitar en gran medida la comprension.
{"title":"Análisis de la familiaridad y del interés en la comprensión lectora de estudiantes españoles de inglés como lengua extranjera","authors":"Alberto Isusi, A. Martínez","doi":"10.1075/RESLA.29.1.06ISU","DOIUrl":"https://doi.org/10.1075/RESLA.29.1.06ISU","url":null,"abstract":"Este articulo es un estudio cuantitativo que compara el grado de influencia de la familiaridad con el contenido del texto y el interes en el tema del pasaje sobre la comprension lectora de 245 estudiantes espanoles de ingles como lengua extranjera de 2o y 4o ESO. La comparacion se establece de forma general y en funcion del genero del lector, del nivel de competencia en L2 y del metodo de evaluacion (written recall y multiple choice). La recogida de datos se llevo a cabo durante la 2a y 3a semana del 2o trimestre del curso 2013–2014 en sendos colegios concertados de una ciudad del norte de Espana. Las muestras se analizaron empleando pruebas t de Student y ANOVA mediante el programa R. Los resultados muestran que (a) la familiaridad influye significativamente mas que el interes; (b) segun aumenta el nivel de competencia, la influencia de ambas variables decrece; (c) el genero no parece influir a la comprension lectora de textos que carecen de sesgo de genero; y (d) el metodo de evaluacion multiple choice parece facilitar en gran medida la comprension.","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76841859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.1075/RESLA.29.1.01BAR
L. Bartley, E. Hidalgo-Tenorio
Linguistic modality is the expression of the speaker’s subjectivity including possibility, probability, necessity, obligation, permission, prohibition, and desire. This paper analyses a learner English corpus collected at two Spanish universities, paying special attention to which linguistic devices (e.g., modal verbs, adjectives, adverbs or nouns) English as a Foreign Language (EFL) students make use of when providing for and against arguments in their assignments. Applying a corpus-based methodology not only enabled comparisons to be made with other native and non-native data but also facilitated both quantitative and qualitative analyses. The findings show remarkable similarities and differences, and leave several issues at stake: the relationship between the degree of assertiveness of a text and (1) the student’s gender, (2) their command of the Foreign Language (FL), and (3) their familiarity with the genre they are expected to write in.
{"title":"“Well, I think that my argument is…,” or modality in a learner corpus of English","authors":"L. Bartley, E. Hidalgo-Tenorio","doi":"10.1075/RESLA.29.1.01BAR","DOIUrl":"https://doi.org/10.1075/RESLA.29.1.01BAR","url":null,"abstract":"Linguistic modality is the expression of the speaker’s subjectivity including possibility, probability, necessity, obligation, permission, prohibition, and desire. This paper analyses a learner English corpus collected at two Spanish universities, paying special attention to which linguistic devices (e.g., modal verbs, adjectives, adverbs or nouns) English as a Foreign Language (EFL) students make use of when providing for and against arguments in their assignments. Applying a corpus-based methodology not only enabled comparisons to be made with other native and non-native data but also facilitated both quantitative and qualitative analyses. The findings show remarkable similarities and differences, and leave several issues at stake: the relationship between the degree of assertiveness of a text and (1) the student’s gender, (2) their command of the Foreign Language (FL), and (3) their familiarity with the genre they are expected to write in.","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73662720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.1075/RESLA.29.2.05BOT
D. P. Botero
There is a strong line of research on mood selection of the Spanish subjunctive (e.g., relative, argument, and adverbial clauses), but little attention has been paid to the Spanish pluperfect subjunctive in second language (L2) acquisition. The main purpose of this study is to investigate the acquisition of the Spanish pluperfect subjunctive in conditional clauses. This study aims to demonstrate what is easier and what is more difficult to acquire, as well as what the results can tell us in terms of interfaces. Forty-five participants (n=24 adult Spanish learners and n=21 native speakers) completed a proficiency test and four linguistic tasks. The results show variation by native speakers in their use of the subjunctive, while Spanish learners had difficulty with the morphology, but not with the semantics or pragmatics. These results are consistent with hypotheses that recognize that difficulty stems from morphology. The findings also suggest that the use of the Spanish pluperfect subjunctive involves multiple interfaces that interact simultaneously at the moment of the morphological realization.
{"title":"Examining L2 acquisition of the Spanish pluperfect subjunctive: Monolingual variation and L1 English learners’ difficulties","authors":"D. P. Botero","doi":"10.1075/RESLA.29.2.05BOT","DOIUrl":"https://doi.org/10.1075/RESLA.29.2.05BOT","url":null,"abstract":"There is a strong line of research on mood selection of the Spanish subjunctive (e.g., relative, argument, and adverbial clauses), but little attention has been paid to the Spanish pluperfect subjunctive in second language (L2) acquisition. The main purpose of this study is to investigate the acquisition of the Spanish pluperfect subjunctive in conditional clauses. This study aims to demonstrate what is easier and what is more difficult to acquire, as well as what the results can tell us in terms of interfaces. Forty-five participants (n=24 adult Spanish learners and n=21 native speakers) completed a proficiency test and four linguistic tasks. The results show variation by native speakers in their use of the subjunctive, while Spanish learners had difficulty with the morphology, but not with the semantics or pragmatics. These results are consistent with hypotheses that recognize that difficulty stems from morphology. The findings also suggest that the use of the Spanish pluperfect subjunctive involves multiple interfaces that interact simultaneously at the moment of the morphological realization.","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73519704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.1075/RESLA.29.1.12PON
G. Pontrandolfo
El articulo propone un estudio de caso basado en la descripcion y evaluacion de los errores mas representativos detectados en un encargo didactico de traduccion juridica de una sentencia penal en la combinacion espanol-italiano. El objetivo primario del trabajo es llevar a cabo un analisis cuantitativo y cualitativo de las principales tipologias de errores detectados desde una perspectiva funcional, textual y contextual. El analisis esta orientado a la identificacion de los problemas de traduccion a los que se pueden enfrentar los alumnos en la fase de traduccion de un texto judicial, dificultades que representan, basicamente, las areas que los profesores de traduccion juridica tendrian que trabajar mas para desarrollar las competencias del alumnado y mejorar la calidad de sus producciones mediante tareas especificas y unidades didacticas ad hoc en sus clases.
{"title":"La evaluación en el aula de traducción jurídica: Una experiencia de análisis de errores en la combinación español-italiano","authors":"G. Pontrandolfo","doi":"10.1075/RESLA.29.1.12PON","DOIUrl":"https://doi.org/10.1075/RESLA.29.1.12PON","url":null,"abstract":"El articulo propone un estudio de caso basado en la descripcion y evaluacion de los errores mas representativos detectados en un encargo didactico de traduccion juridica de una sentencia penal en la combinacion espanol-italiano. El objetivo primario del trabajo es llevar a cabo un analisis cuantitativo y cualitativo de las principales tipologias de errores detectados desde una perspectiva funcional, textual y contextual. El analisis esta orientado a la identificacion de los problemas de traduccion a los que se pueden enfrentar los alumnos en la fase de traduccion de un texto judicial, dificultades que representan, basicamente, las areas que los profesores de traduccion juridica tendrian que trabajar mas para desarrollar las competencias del alumnado y mejorar la calidad de sus producciones mediante tareas especificas y unidades didacticas ad hoc en sus clases.","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78085086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.1075/RESLA.29.2.06IMA
A. Agirre
This paper reports on an experiment investigating the processing of accurate gender assignment in canonical and non-canonical inanimate nouns in Spanish by native speakers of Basque with nativelike proficiency in Spanish. 33 Basque/Spanish bilinguals and 32 native speakers of Spanish completed an online and an offline gender assignment task. Participants assigned gender to inanimate nouns with canonical (-o; -a) and non-canonical word endings (-e; consonants). The results revealed that the Basque/Spanish bilingual group obtained high accuracy scores in both tasks, similar to the Spanish native speaker group. Interestingly, unlike the Spanish group, the Basque speakers showed faster reaction times with feminine nouns than masculine ones. Canonicity seems to be a strong cue for both groups, since all participants were more accurate and faster with canonical word endings. Even though quantitatively Basque/Spanish bilinguals and Spanish monolinguals’ gender assignment accuracy rates do not differ, qualitatively, the Basque/Spanish bilinguals’ assignment patterns seem to differ somewhat from those of the native Spanish speakers.
{"title":"The processing of gender assignment in Spanish: Does canonicity have an effect on Basque speakers?","authors":"A. Agirre","doi":"10.1075/RESLA.29.2.06IMA","DOIUrl":"https://doi.org/10.1075/RESLA.29.2.06IMA","url":null,"abstract":"This paper reports on an experiment investigating the processing of accurate gender assignment in canonical and non-canonical inanimate nouns in Spanish by native speakers of Basque with nativelike proficiency in Spanish. 33 Basque/Spanish bilinguals and 32 native speakers of Spanish completed an online and an offline gender assignment task. Participants assigned gender to inanimate nouns with canonical (-o; -a) and non-canonical word endings (-e; consonants). The results revealed that the Basque/Spanish bilingual group obtained high accuracy scores in both tasks, similar to the Spanish native speaker group. Interestingly, unlike the Spanish group, the Basque speakers showed faster reaction times with feminine nouns than masculine ones. Canonicity seems to be a strong cue for both groups, since all participants were more accurate and faster with canonical word endings. Even though quantitatively Basque/Spanish bilinguals and Spanish monolinguals’ gender assignment accuracy rates do not differ, qualitatively, the Basque/Spanish bilinguals’ assignment patterns seem to differ somewhat from those of the native Spanish speakers.","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79993801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.1075/RESLA.29.1.10MAY
L. Rico
Este articulo tiene como objetivo desarrollar un repertorio expandido de funciones ilocutivas que pueden expresarse directamente por elementos lexicos. Un repertorio de este tipo es una herramienta importante para la creacion de diccionarios que procuran proporcionar informacion sobre el uso contextualmente correcto de los elementos lexicos. El repertorio se desarrolla en dos pasos. Primero se combinan tres teorias diferentes sobre los actos ilocutivos para llegar a una clasificacion nueva. Segundo se refina esta clasificacion confrontandola con un corpus amplio de expresiones lexicas del Espanol hablado en Medellin y Area Metropolitana, Colombia. El resultado de este enfoque combinado es una nueva clasificacion de funciones ilocutivas.
{"title":"Funciones comunicativas y lexicografía: Hacia un repertorio de funciones ilocutivas","authors":"L. Rico","doi":"10.1075/RESLA.29.1.10MAY","DOIUrl":"https://doi.org/10.1075/RESLA.29.1.10MAY","url":null,"abstract":"Este articulo tiene como objetivo desarrollar un repertorio expandido de funciones ilocutivas que pueden expresarse directamente por elementos lexicos. Un repertorio de este tipo es una herramienta importante para la creacion de diccionarios que procuran proporcionar informacion sobre el uso contextualmente correcto de los elementos lexicos. El repertorio se desarrolla en dos pasos. Primero se combinan tres teorias diferentes sobre los actos ilocutivos para llegar a una clasificacion nueva. Segundo se refina esta clasificacion confrontandola con un corpus amplio de expresiones lexicas del Espanol hablado en Medellin y Area Metropolitana, Colombia. El resultado de este enfoque combinado es una nueva clasificacion de funciones ilocutivas.","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85909881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.1075/RESLA.29.2.08TAR
O. Tararova
This study describes the phenomenon of negative doubling in Chipilo, Mexico. It has been hypothesized that Italo-Mexican bilinguals who speak Veneto (L1) and Spanish (L2) have transferred a second final no (no fui no ‘I did not go NEG’) from their L1 into Spanish, a language that does not allow a repetition of the same negator in the postverbal position. This study analysed the data of 49 participants (Chipilenos, mixed groups, and monolingual speakers) classified into two sex groups and four ethnicity groups, who performed a preference forced choice task and a repetition task. The results suggest a transfer effect from L1 to L2 in the bilinguals’ speech, specifically in the discourse of males. Second negative mention and verbs as previous constituents had a strong effect on elicitation of negation doubling.
这项研究描述了墨西哥奇皮罗的负倍增现象。据推测，说威尼托语(第一语言)和西班牙语(第二语言)的意大利-墨西哥双语者已经将第二个最终否定词(no fui no ' I did not go NEG ')从他们的母语转移到了西班牙语中，这种语言不允许在后语位置重复相同的否定词。本研究分析了49名参与者(Chipilenos，混合组和单语组)的数据，这些参与者被分为两个性别组和四个种族组，他们执行了偏好强迫选择任务和重复任务。研究结果表明，双语者的话语中存在着从母语到第二语言的转移效应，尤其是在男性的话语中。第二次否定提及和动词作为先前成分对否定加倍的诱导有很强的影响。
{"title":"Negative doubling in the Italo-Mexican community of Chipilo, Mexico","authors":"O. Tararova","doi":"10.1075/RESLA.29.2.08TAR","DOIUrl":"https://doi.org/10.1075/RESLA.29.2.08TAR","url":null,"abstract":"This study describes the phenomenon of negative doubling in Chipilo, Mexico. It has been hypothesized that Italo-Mexican bilinguals who speak Veneto (L1) and Spanish (L2) have transferred a second final no (no fui no ‘I did not go NEG’) from their L1 into Spanish, a language that does not allow a repetition of the same negator in the postverbal position. This study analysed the data of 49 participants (Chipilenos, mixed groups, and monolingual speakers) classified into two sex groups and four ethnicity groups, who performed a preference forced choice task and a repetition task. The results suggest a transfer effect from L1 to L2 in the bilinguals’ speech, specifically in the discourse of males. Second negative mention and verbs as previous constituents had a strong effect on elicitation of negation doubling.","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72467774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.1075/RESLA.29.2.01VIL
J. Villa-García, Imanol Suárez-Palma
This study assesses the scope of the Crosslinguistic Influence (CLI) hypothesis’ predictions with regard to early bilingual acquisition. To this end, we analyze longitudinal corpus data from four bilinguals attesting the acquisition of subjecthood (null versus overt; preverbal versus postverbal) and the pragmatic adequacy of early null and overt subjects in a null-subject language (i.e., Spanish) in combination with a language differing in its pro-drop parameter setting (i.e., English). Our results indicate that CLI barely affects the development of subjects in the null-subject language at the initial stages, namely at the outset of null and overt subjects, and in turn support the Separate Development Hypothesis. Our bilingual cohort patterns with their Spanish-acquiring monolingual peer in that both groups display comparable proportions of null subjects as well as acquisitional trajectories of null and overt subjects at the early stages of acquisition. Much like monolinguals, bilinguals begin to produce preverbal and postverbal subjects concurrently. The bilingual children and the monolingual child of this study actually produce extremely high rates of pragmatically appropriate covert and overt subjects, which are for the most part target-like from the start, thus pointing to the absence of CLI effects. In light of monolingual and bilingual data, the paper also revisits the hotly debated issue of the ‘no overt subject’ stage of Grinstead (1998, et seq.), its existence in child Spanish being questionable.
本研究评估了跨语言影响假说对早期双语习得的预测范围。为此，我们分析了四名双语者的纵向语料库数据，证明主体性的获得(无主体性与显性主体性;在一种无主语语言(如西班牙语)中，早期无主语和显性主语的语用充分性，以及在其前置参数设置不同的语言(如英语)中。我们的研究结果表明，在零主语语言的初始阶段，即零主语和显性主语的开始阶段，CLI几乎没有影响主语的发展，这反过来支持了分离发展假说。我们的双语队列模式与他们的西班牙语习得单语同伴在习得的早期阶段，两组显示出相当比例的零主体以及零主体和显性主体的习得轨迹。就像单语者一样，双语者开始同时产生言语前主语和言语后主语。本研究的双语儿童和单语儿童实际上产生了极高的语用恰当的隐蔽和公开被试率，这些被试从一开始就大部分是目标型的，从而表明没有CLI效应。根据单语和双语数据，本文还重新审视了Grinstead (1998, et seq.)的“无显性主体”阶段这一备受争议的问题，它在儿童西班牙语中的存在是值得怀疑的。
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