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Chapter 2. Mapping at external interfaces

Embedded clitic left dislocations in L2 Spanish
  • Tania Leal
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Meaning and Structure in Second Language Acquisition
This chapter is in the book Meaning and Structure in Second Language Acquisition

Abstract

This study investigates embedded clitic left dislocation (CLLD), a syntax-discourse interface structure expressing topicalization, in a group of native and L2 Spanish speakers (beginners, intermediate, advanced). The Interface Hypothesis (Sorace, 2011) proposes that external interfaces pose inordinate difficulty for bilinguals, even at near-native levels. Results did not show evidence of such difficulty although differences in methodology (tasks imposing time pressure vs. not) could account for divergences. Additionally, not all syntax-discourse interface properties might be equally problematic: CLLD might not intrinsically place the same processing burden as other structures (e.g., anaphora resolution). Finally, results showed input quality was positively correlated to native-like outcomes, beyond proficiency. Hence, results are in broad agreement with accounts proposing input is the key factor for acquisition.

Abstract

This study investigates embedded clitic left dislocation (CLLD), a syntax-discourse interface structure expressing topicalization, in a group of native and L2 Spanish speakers (beginners, intermediate, advanced). The Interface Hypothesis (Sorace, 2011) proposes that external interfaces pose inordinate difficulty for bilinguals, even at near-native levels. Results did not show evidence of such difficulty although differences in methodology (tasks imposing time pressure vs. not) could account for divergences. Additionally, not all syntax-discourse interface properties might be equally problematic: CLLD might not intrinsically place the same processing burden as other structures (e.g., anaphora resolution). Finally, results showed input quality was positively correlated to native-like outcomes, beyond proficiency. Hence, results are in broad agreement with accounts proposing input is the key factor for acquisition.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgments vii
  4. Introduction ix
  5. Part I. Second Language Acquisition
  6. Chapter 1. Testing the morphological congruency effect in offline comprehension 3
  7. Chapter 2. Mapping at external interfaces 35
  8. Chapter 3. Another look at L2 acquisition of French clitics and strong pronouns 67
  9. Chapter 4. Animacy-based processing loads in anaphora resolution in (non-native) French 95
  10. Part II. The Bottleneck Hypothesis
  11. Chapter 5. The Bottleneck Hypothesis as applied to the Spanish DP 123
  12. Chapter 6. The Bottleneck Hypothesis extends to heritage language acquisition 149
  13. Part III. The Scalpel Model and L3 acquisition
  14. Chapter 7. Testing the predictions of the Scalpel Model in L3/Ln acquisition 181
  15. Chapter 8. Proficiency and transfer effects in the acquisition of gender agreement by L2 and L3 English learners 203
  16. Chapter 9. Language dominance and transfer selection in L3 acquisition 229
  17. Part IV. Applied SLA
  18. Chapter 10. What is easy and what is hard 263
  19. Chapter 11. Generative second language acquisition and language teaching 283
  20. Subject Index 309
https://doi.org/10.1075/sibil.55.02lea

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgments vii
  4. Introduction ix
  5. Part I. Second Language Acquisition
  6. Chapter 1. Testing the morphological congruency effect in offline comprehension 3
  7. Chapter 2. Mapping at external interfaces 35
  8. Chapter 3. Another look at L2 acquisition of French clitics and strong pronouns 67
  9. Chapter 4. Animacy-based processing loads in anaphora resolution in (non-native) French 95
  10. Part II. The Bottleneck Hypothesis
  11. Chapter 5. The Bottleneck Hypothesis as applied to the Spanish DP 123
  12. Chapter 6. The Bottleneck Hypothesis extends to heritage language acquisition 149
  13. Part III. The Scalpel Model and L3 acquisition
  14. Chapter 7. Testing the predictions of the Scalpel Model in L3/Ln acquisition 181
  15. Chapter 8. Proficiency and transfer effects in the acquisition of gender agreement by L2 and L3 English learners 203
  16. Chapter 9. Language dominance and transfer selection in L3 acquisition 229
  17. Part IV. Applied SLA
  18. Chapter 10. What is easy and what is hard 263
  19. Chapter 11. Generative second language acquisition and language teaching 283
  20. Subject Index 309
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