Acquisition of word order in L2 Spanish
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Patricia Gonzalez Darriba
Abstract
Previous studies on Spanish adverb placement investigated how English natives reset their L1 [‑raise] to [+raise] but neglected the acquisition of adverb placement with haber (particularly, manner adverbs). The acquisition of haber/Participle/Adverb in Spanish depends on (1) the apparent lack of autonomy of haber forms, and (2) the neutral syntactic position of the adverb. To investigate the acquisition of “haber + manner adverb” by Spanish learners, 18 Spanish monolinguals and 33 L1 English Spanish learners completed a Grammaticality Judgment Task and an Explicit Production Task. Results suggest that (a) haber verbal forms lack autonomy; (b) había behaves as a syntactic clitic, and ha as a syntactic-phonological clitic; and (c) acquisition of “haber + manner adverb” order occurs successfully in learners.
Abstract
Previous studies on Spanish adverb placement investigated how English natives reset their L1 [‑raise] to [+raise] but neglected the acquisition of adverb placement with haber (particularly, manner adverbs). The acquisition of haber/Participle/Adverb in Spanish depends on (1) the apparent lack of autonomy of haber forms, and (2) the neutral syntactic position of the adverb. To investigate the acquisition of “haber + manner adverb” by Spanish learners, 18 Spanish monolinguals and 33 L1 English Spanish learners completed a Grammaticality Judgment Task and an Explicit Production Task. Results suggest that (a) haber verbal forms lack autonomy; (b) había behaves as a syntactic clitic, and ha as a syntactic-phonological clitic; and (c) acquisition of “haber + manner adverb” order occurs successfully in learners.
Chapters in this book
- Prelim pages i
- Table of contents v
- Three streams of generative language acquisition research 1
-
Part I. Variation in input
- The comprehension of 3rd person singular -s by NYC English-speaking preschoolers 7
- Children’s acquisition of sociolinguistic variation 35
- Variability within varieties of English 59
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Part II. First language acquisition
- Parsing, pragmatics, and representation 85
- The interpretation of disjunction in VP ellipsis in Mandarin Chinese 107
- When OR is conjunctive in child Mandarin 125
- The acquisition of V-V compounds in Japanese 143
- Differentiating universal quantification from completive aspect in child Cantonese 159
- On the learnability of implicit arguments 185
- Red train, big train, broken train 203
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Part III. Second language acquisition
- The acquisition of Mandarin reflexives by heritage speakers and second language learners 225
- Interpretation of count and mass NPs by L2-learners from generalized classifier L1s 253
- Acquisition of word order in L2 Spanish 271
- Argument omission in SignL2 acquisition by deaf learners 297
- The Bottleneck Hypothesis updated 319
- Author index 347
- Subject index 355
Chapters in this book
- Prelim pages i
- Table of contents v
- Three streams of generative language acquisition research 1
-
Part I. Variation in input
- The comprehension of 3rd person singular -s by NYC English-speaking preschoolers 7
- Children’s acquisition of sociolinguistic variation 35
- Variability within varieties of English 59
-
Part II. First language acquisition
- Parsing, pragmatics, and representation 85
- The interpretation of disjunction in VP ellipsis in Mandarin Chinese 107
- When OR is conjunctive in child Mandarin 125
- The acquisition of V-V compounds in Japanese 143
- Differentiating universal quantification from completive aspect in child Cantonese 159
- On the learnability of implicit arguments 185
- Red train, big train, broken train 203
-
Part III. Second language acquisition
- The acquisition of Mandarin reflexives by heritage speakers and second language learners 225
- Interpretation of count and mass NPs by L2-learners from generalized classifier L1s 253
- Acquisition of word order in L2 Spanish 271
- Argument omission in SignL2 acquisition by deaf learners 297
- The Bottleneck Hypothesis updated 319
- Author index 347
- Subject index 355
