Syntactic Transfer in English-Speaking Spanish Learners

Autor/inn/en	Morett, Laura M.; Macwhinney, Brian
Titel	Syntactic Transfer in English-Speaking Spanish Learners
Quelle	In: Bilingualism: Language and Cognition, 16 (2013) 1, S.132-151 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-7289
DOI	10.1017/S1366728912000107
Schlagwörter	Language Processing; Form Classes (Languages); Second Language Learning; Transfer of Training; Cues; Models; Research Methodology; Innovation; Role; Language Dominance; English; Spanish; Bilingualism; Syntax; Computer Assisted Testing + Suchen Sie Ihr Suchwort? Sprachverarbeitung; Analytischer Sprachbau; Zweitsprachenerwerb; Training; Transfer; Ausbildung; Stichwort; Analogiemodell; Research method; Forschungsmethode; Rollen; Sprachliche Dominanz; English language; Englisch; Spanisch; Bilingualismus
Abstract	Competition Model studies of second language learners have demonstrated that there is a gradual replacement of first language cues for thematic role assignment by second language cues. The current study introduced two methodological innovations in the investigation of this process. The first was the use of mouse-tracking methodology (Spivey, 2007) to assess the online process of thematic role assignment. The second was the inclusion of both a task with language-specific cues and a task with language-common cues. The results of the language-common cue task indicated that, as English-dominant learners become more balanced between English and Spanish, they rely increasingly on a coalition between the animacy cue and the subject-verb agreement cue. However, the results of the language-specific cue task reveal that learners also rely on the cue of prepositional case marking in Spanish and nominal case marking in English. These results provide evidence of forward transfer, backward transfer, and rapid acquisition of cue-based sentence interpretation strategies in second language learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10