Transfer Effects at the Syntax-Semantics Interface: The Case of Double-"que" Questions in Heritage Spanish

Autor/inn/en	Cuza, Alejandro; Frank, Joshua
Titel	Transfer Effects at the Syntax-Semantics Interface: The Case of Double-"que" Questions in Heritage Spanish
Quelle	In: Heritage Language Journal, 8 (2011) 1, S.66-89 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1550-7076
Schlagwörter	Semantics; Syntax; Spanish; Heritage Education; English (Second Language); Second Language Learning; Native Language Instruction; Transfer of Training; Task Analysis; Bilingualism; Language Proficiency; Role; Self Evaluation (Individuals); Questionnaires; Student Characteristics; Language Dominance + Suchen Sie Ihr Suchwort? Semantik; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Native language education; Muttersprachlicher Unterricht; Training; Transfer; Ausbildung; Aufgabenanalyse; Bilingualismus; Language skill; Language skills; Sprachkompetenz; Rollen; Fragebogen; Sprachliche Dominanz
Abstract	This study examines the role of transfer from English in the acquisition of double-que questions in Spanish among 17 heritage speakers in the US. Results from an elicited production task, an acceptability judgment task and a preference task revealed significant difficulties in the production and acceptability of double-"que" questions. In contrast with interface vulnerability approaches suggesting no difficulties at the syntax-semantics interface, the participants showed a decreased level of use of double-"que" structures and no distinction in their acceptability of statements versus questions. However, results from the preference task showed sensitivity to double-"que" questions among 10 of 17 heritage speakers. It appears that only when the two structures are presented together were the heritage speakers able to perceive the semantic shift introduced by the double-"que". The results suggest that transfer from the other language prevents the complete acquisition of these properties even at high levels of bilingual proficiency. (Contains 5 notes, 3 tables, and 3 figures.) (As Provided).
Anmerkungen	National Heritage Language Resource Center and UC Consortium for Language Learning & Teaching. 1333 Rolfe Hall, Los Angeles, CA 90095-1411. Tel: 310-825-1138; Fax: 310-206-5183; e-mail: hlj@international.ucla.edu; Web site: http://www.heritagelanguages.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10