Subject-to-Subject Raising and the Syntax of Tense in L2 Spanish: A Full Access Approach

Autor/inn/en	Campos-Dintrans, Gonzalo; Pires, Acrisio; Rothman, Jason
Titel	Subject-to-Subject Raising and the Syntax of Tense in L2 Spanish: A Full Access Approach
Quelle	In: Bilingualism: Language and Cognition, 17 (2014) 1, S.38-55 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-7289
DOI	10.1017/S1366728912000661
Schlagwörter	Syntax; Morphemes; Grammar; Second Language Learning; Bilingualism; Spanish; Adults; Advanced Students; Phrase Structure; Form Classes (Languages); Language Universals; Linguistic Theory; Native Language; English; Verbs + Suchen Sie Ihr Suchwort? Morphem; Grammatik; Zweitsprachenerwerb; Bilingualismus; Spanisch; Fortgeschrittener; Phrasenstruktur; Analytischer Sprachbau; Linguistische Theorie; English language; Englisch
Abstract	This paper investigates the acquisition of syntax in L2 grammars. We tested adult L2 speakers of Spanish (English L1) on the feature specification of T(ense), which is different in English and Spanish in so-called subject-to-subject raising structures. We present experimental results with the verb parecer "to seem/to appear" in different tenses, with and without experiencers, and with Tense Phrase (TP), verb phrase (vP) and Adjectival Phrase (AP) complements. The results show that advanced L2 learners can perform just like native Spanish speakers regarding grammatical knowledge in this domain, although the subtle differences between both languages are not explicitly taught. We argue that these results support Full Access approaches to Universal Grammar (UG) in L2 acquisition, by providing evidence that uninterpretable syntactic features can be learned in adult L2, even when such features are not directly instantiated in the same grammatical domain in the L1 grammar. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10