The Contribution of Psychosocial and Biographical Variables to Heritage Language Learners' Linguistic Knowledge of Spanish

Autor/inn/en	Torres, Julio; Estremera, Ricardo; Mohamed, Sherez
Titel	The Contribution of Psychosocial and Biographical Variables to Heritage Language Learners' Linguistic Knowledge of Spanish
Quelle	In: Studies in Second Language Acquisition, 41 (2019) 4, S.695-719 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Torres, Julio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
Schlagwörter	Spanish; Heritage Education; Second Language Learning; English (Second Language); Bilingualism; Grammar; Task Analysis; Language Tests; Individual Differences; Role; Speech Communication; Imitation; Morphology (Languages); Syntax; Learning Motivation; Native Language; Adult Learning; Attitude Measures; Knowledge Level; Individual Characteristics + Suchen Sie Ihr Suchwort? Spanisch; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Bilingualismus; Grammatik; Aufgabenanalyse; Language test; Sprachtest; Individueller Unterschied; Rollen; Morphology; Morphologie; Motivation for studies; Lernmotivation; Adulte education; Adult training; Erwachsenenbildung; Wissensbasis; Personality characteristic; Personality traits; Persönlichkeitsmerkmal
Abstract	Individual differences (IDs) largely contribute to success in adult second language attainment (e.g., Dörnyei, 2006). Heritage language (HL) studies have also explored the role of IDs, namely psychosocial variables, and biographical factors with an adult HL learner population. However, the specific contribution of these variables to HL learners' performance on linguistic tests that differ in degree of explicitness and modality remains unknown. Therefore, the current study tested 103 adult HL learners of Spanish who completed a spoken elicited imitation task (EIT) and a written untimed grammaticality judgment task (UGJT) that elicited their knowledge of vulnerable morphosyntactic structures in HL bilingual acquisition. To investigate the contribution of individual learner factors on their performance, participants completed a few questionnaires. Mixed-effects regression models revealed that sequential bilingual status, willingness to communicate, generation and motivation contributed significantly, but yet differentially to participants' performance on grammatical and ungrammatical items of the EIT and UGJT. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01