Literaturnachweis - Detailanzeige
| Autor/in | Perez-Cortes, Silvia |
|---|---|
| Titel | On Complexity and Divergence in Heritage Language Grammars: The Case of Double Mood Selection in Reported Speech Contexts |
| Quelle | In: Studies in Second Language Acquisition, 44 (2022) 3, S.818-842 (25 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Perez-Cortes, Silvia) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0272-2631 |
| DOI | 10.1017/S0272263121000589 |
| Schlagwörter | Second Language Learning; Grammar; Heritage Education; Verbs; Comparative Analysis; Language Usage; Language Variation; Native Language; Morphology (Languages); Language Research; Spanish; Language Dominance; Task Analysis; Language Proficiency; Contrastive Linguistics; Speech Communication |
| Abstract | For more than a decade, research on heritage speakers' (HSs') mood selection has documented a high degree of variability in their interpretation and use of mood morphology in variable contexts. Most of the previous literature, however, has focused on late-acquired alternations, and often limited analyses to one form (i.e., subjunctive), making it difficult to draw conclusions about HSs' knowledge of mood distinctions. This study intends to fill this gap by examining Spanish HSs' (n = 76) and Spanish-dominant controls' (n = 25) interpretation and use of an early acquired mood alternation, where the presence of indicative or subjunctive conveys the report of an assertion or a command. Results from two experimental tasks reveal that, even though HSs' performance tends to differ from that of controls'--especially at lower levels of proficiency--the nature and extent of their divergences suggests the need to embrace a more nuanced analysis of HSs' linguistic outcomes when examining modal contrasts. (As Provided). |
| Anmerkungen | Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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