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What does current generative theory have to say about the explicit-implicit debate?
(Chapter; Bokkapittel; Peer reviewed, 2015)
Eventive and Stative Passives and Copula Selection in Canadian and American Heritage Speaker Spanish.
(Chapter; Bokkapittel; Peer reviewed, 2015)
Spanish captures the difference between eventive and stative passives via an
obligatory choice between two copula; verbal passives take the copula ser and
adjectival passives take the copula estar. In this study, we compare and contrast
US and Canadian heritage speakers of Spanish on their knowledge of
this difference in relation to copula choice in Spanish. The backgrounds of the
target groups ...
Object Drop in L2 Spanish, (Complex) Feature Reassembly and L1 Pre-emption: Comparing English, Chinese, European and Brazilian Portuguese Learners.
(Chapter; Bokkapittel; Peer reviewed, 2015)
The Acquisition of Clitics in L2 Spanish: Examining Restrictions on Clitic Solidarity.
(Chapter; Bokkapittel; Peer reviewed, 2015)
This study examines the mental representation of clitic object pronouns in English L2 Spanish speakers of beginning, intermediate and advanced proficiencies. We present the results of a scalar grammaticality judgment task, which examines knowledge of clitic placement in both Exceptional Case Marking (ECM) verb constructions and non-ECM (finite and modal + infinitival) constructions. Our findings ...
The relationship between L3 transfer and structural similarity across development: Raising across an experiencer in Brazilian Portuguese.
(Chapter; Bokkapittel; Peer reviewed, 2015)
On the structural basis of non-redundant acquisition: Evidence from Spanish bilingual L3 Portuguese.
(Chapter; Bokkapittel; Peer reviewed, 2014)
This chapter has two goals: (a) to discuss the Spanish-Portuguese interface
in current formal language acquisition research and (b) to highlight the
contributions of this language pairing in the emerging field of formal third
language acquisition. The authors discuss two L3 acquisition studies (Montrul,
Dias, & Santos, 2011; Giancaspro, Halloran, & Iverson, in press) examining
Differential ...
Formal Linguistic Approaches to Heritage Language Acquisition: Bridges for Pedagogically Oriented Research.
(Chapter; Bokkapittel; Peer reviewed, 2016)
The goal of this chapter is to lay out the central themes of heritage language
acquisition research adopting a formal/theoretical linguistic perspective.
Specifically, we aim to provide a detailed discussion of the nature of heritage
language grammars. In doing so, we will address the debates on how to explain
heritage speaker competence differences from monolingual baselines and more.
This ...
Formal Linguistics and Language Education: A View from Bilingualism Research
(Chapter; Bokkapittel, 2020-06-11)
This chapter aims to underline the importance of bilingualism research
from a formal linguistic perspective for second language pedagogy. In doing so,
we highlight where the two fields of inquiry overlap with each other and offer
insights into how language pedagogy can benefit from information gained by
psycholinguistic studies on specific properties of grammar and its development.
Keywords ...
Generative Approaches to Second Language (L2) Acquisition and Advanced L2 Proficiency
(Chapter; Bokkapittel, 2018-06-22)
Child first language acquisition (L1A) and adult second language acquisition (SLA) have observably different outcomes. Considering how distinct the two acquisition contexts often are, divergence is perhaps not surprising. Only adults acquiring a second language (L2) (i) are typically not surrounded by high quantities of native input, (ii) receive and must filter through significant amounts of ...
Formal Linguistic Approaches to Adult Second Language (L2) Acquisition and Processing
(Chapter; Bokkapittel, 2019-06-25)
The relative conformity with which (typically developing) children attain adult grammatical competence—ultimate attainment—and the similarity in developmental paths along which they progress is remarkable (e.g., Ambridge & Lieven, 2011; Clark, 2003; Guasti, 2002; Synder, 2007). This achievement is, however, so ubiquitous and mundane that we seldom marvel at it. Of course, monolingual adult grammars ...