Age of Acquisition and Sensitivity to Gender in Spanish Word Recognition

Autor/in	Foote, Rebecca
Titel	Age of Acquisition and Sensitivity to Gender in Spanish Word Recognition
Quelle	In: Language Acquisition: A Journal of Developmental Linguistics, 21 (2014) 4, S.365-385 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1048-9223
DOI	10.1080/10489223.2014.892948
Schlagwörter	Language Research; Spanish; Nouns; Phrase Structure; Form Classes (Languages); Cues; Grammar; Word Recognition; Speech Communication; Age Differences; Second Language Learning; Native Language; English (Second Language); Language Dominance; Bilingualism; College Students; College Faculty; Task Analysis + Suchen Sie Ihr Suchwort? Sprachforschung; Spanisch; Phrasenstruktur; Analytischer Sprachbau; Stichwort; Grammatik; Worterkennung; Age; Difference; Age difference; Altersunterschied; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachliche Dominanz; Bilingualismus; Collegestudent; Fakultät; Aufgabenanalyse
Abstract	Speakers of gender-agreement languages use gender-marked elements of the noun phrase in spoken-word recognition: A congruent marking on a determiner or adjective facilitates the recognition of a subsequent noun, while an incongruent marking inhibits its recognition. However, while monolinguals and early language learners evidence this gender-marking effect, late learners do not (Guillelmon & Grosjean 2001). The goals of this study were to determine whether early learners who are not dominant in the gender-marking language (Spanish) can use gender cues in spoken-word recognition and whether the ability of both early and late learners to do so is a function of the noun's gender-marking transparency. Results of a word-repetition task, completed by 32 native Spanish speakers and 64 English-dominant early and late learners of Spanish indicate that both types of learners make use of gender cues during spoken-word recognition, and that gender-marking transparency may influence this process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10