Clitic-Doubled Left Dislocation and Focus Fronting in L2 Spanish: A Case of Successful Acquisition at the Syntax-Discourse Interface

Autor/inn/en	Slabakova, Roumyana; Kempchinsky, Paula; Rothman, Jason
Titel	Clitic-Doubled Left Dislocation and Focus Fronting in L2 Spanish: A Case of Successful Acquisition at the Syntax-Discourse Interface
Quelle	In: Second Language Research, 28 (2012) 3, S.319-343 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/0267658312447612
Schlagwörter	Morphemes; Syntax; Semantics; Spanish; Second Language Learning; Language Proficiency; English; Native Speakers; Spanish Speaking; Foreign Countries; Argentina; Chile; Colombia; Costa Rica; Cuba; Mexico; Spain; Venezuela + Suchen Sie Ihr Suchwort? Morphem; Semantik; Spanisch; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; English language; Englisch; Muttersprachler; Ausland; Argentinien; Kolumbien; Kuba; Mexiko; Spanien
Abstract	This experimental study tests the Interface Hypothesis by looking into processes at the syntax-discourse interface, teasing apart acquisition of syntactic, semantic and discourse knowledge. Adopting Lopez's (2009) pragmatic features [[plus or minus]a(naphor)] and [[plus or minus]c(ontrast)], which in combination account for the constructions of dislocation and fronting, we tested clitic left dislocation and fronted focus in the comprehension of English native speakers learning Spanish. Furthermore, we tested knowledge of an additional semantic property: the relationship between the discourse anaphor and the antecedent in clitic left dislocation (CLLD). This relationship is free: it can be subset, superset, part/whole. Syntactic knowledge of clitics was a condition for inclusion in the main test. Our findings indicate that all learners are sensitive to the semantic constraints. While the near-native speakers display native-like discourse knowledge, the advanced speakers demonstrated some discourse knowledge, and intermediate learners did not display any discourse knowledge. The findings support as well as challenge the Interface Hypothesis. (Contains 13 notes, 4 figures and 8 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10