{"title":"你所在地区的多样性对你学习一门额外的语言有帮助吗?","authors":"Sílvia Perpiñán, Silvina Montrul","doi":"10.1075/lab.22057.per","DOIUrl":null,"url":null,"abstract":"This study investigates Differential Object Marking (DOM) in Italian speakers from two dialectal areas–North and\n South Italy–learning Spanish. Southern Italo-Romance varieties exhibit a DOM system through a-marking, like\n Spanish, whereas the Northern varieties, like Standard Italian, only allow DOM with pronouns. Given the structural differences and\n similarities among these typologically close languages, we ask whether a stigmatized oral regional variety has the potential to\n transfer in the acquisition of additional languages. Participants (n = 103) completed an acceptability judgment\n task (AJT) and an oral production task testing DOM in [±animate, ±definite] DP contexts. The results revealed differences\n modulated by proficiency in the written AJT that moderately favored the Northern learners and in the oral production task that\n favored the Southern learners. These findings suggest that low-prestige varieties may not have the full potential to transfer at\n early stages of acquisition due to their inhibition in formal contexts, but that they can emerge in less formal tasks. We argue\n that current theoretical models that prioritize linguistic proximity as the primary source of transfer at initial stages of L3 acquisition are\n unable to capture revealing patterns from understudied sociolinguistic contexts that bring new light to the study of\n multilingualism.","PeriodicalId":48664,"journal":{"name":"Linguistic Approaches To Bilingualism","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Does your regional variety help you acquire an additional language?\",\"authors\":\"Sílvia Perpiñán, Silvina Montrul\",\"doi\":\"10.1075/lab.22057.per\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study investigates Differential Object Marking (DOM) in Italian speakers from two dialectal areas–North and\\n South Italy–learning Spanish. Southern Italo-Romance varieties exhibit a DOM system through a-marking, like\\n Spanish, whereas the Northern varieties, like Standard Italian, only allow DOM with pronouns. Given the structural differences and\\n similarities among these typologically close languages, we ask whether a stigmatized oral regional variety has the potential to\\n transfer in the acquisition of additional languages. Participants (n = 103) completed an acceptability judgment\\n task (AJT) and an oral production task testing DOM in [±animate, ±definite] DP contexts. The results revealed differences\\n modulated by proficiency in the written AJT that moderately favored the Northern learners and in the oral production task that\\n favored the Southern learners. These findings suggest that low-prestige varieties may not have the full potential to transfer at\\n early stages of acquisition due to their inhibition in formal contexts, but that they can emerge in less formal tasks. We argue\\n that current theoretical models that prioritize linguistic proximity as the primary source of transfer at initial stages of L3 acquisition are\\n unable to capture revealing patterns from understudied sociolinguistic contexts that bring new light to the study of\\n multilingualism.\",\"PeriodicalId\":48664,\"journal\":{\"name\":\"Linguistic Approaches To Bilingualism\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2023-10-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Linguistic Approaches To Bilingualism\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1075/lab.22057.per\",\"RegionNum\":2,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"0\",\"JCRName\":\"LANGUAGE & LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Linguistic Approaches To Bilingualism","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1075/lab.22057.per","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"LANGUAGE & LINGUISTICS","Score":null,"Total":0}
Does your regional variety help you acquire an additional language?
This study investigates Differential Object Marking (DOM) in Italian speakers from two dialectal areas–North and
South Italy–learning Spanish. Southern Italo-Romance varieties exhibit a DOM system through a-marking, like
Spanish, whereas the Northern varieties, like Standard Italian, only allow DOM with pronouns. Given the structural differences and
similarities among these typologically close languages, we ask whether a stigmatized oral regional variety has the potential to
transfer in the acquisition of additional languages. Participants (n = 103) completed an acceptability judgment
task (AJT) and an oral production task testing DOM in [±animate, ±definite] DP contexts. The results revealed differences
modulated by proficiency in the written AJT that moderately favored the Northern learners and in the oral production task that
favored the Southern learners. These findings suggest that low-prestige varieties may not have the full potential to transfer at
early stages of acquisition due to their inhibition in formal contexts, but that they can emerge in less formal tasks. We argue
that current theoretical models that prioritize linguistic proximity as the primary source of transfer at initial stages of L3 acquisition are
unable to capture revealing patterns from understudied sociolinguistic contexts that bring new light to the study of
multilingualism.
期刊介绍:
LAB provides an outlet for cutting-edge, contemporary studies on bilingualism. LAB assumes a broad definition of bilingualism, including: adult L2 acquisition, simultaneous child bilingualism, child L2 acquisition, adult heritage speaker competence, L1 attrition in L2/Ln environments, and adult L3/Ln acquisition. LAB solicits high quality articles of original research assuming any cognitive science approach to understanding the mental representation of bilingual language competence and performance, including cognitive linguistics, emergentism/connectionism, generative theories, psycholinguistic and processing accounts, and covering typical and atypical populations.