Abstract
The encoding of path shows systematic inter-typological variation, with speakers of satellite-framed languages (S-language; e. g. German, Polish) typically conveying path outside the main verb (in particles, prefixes, etc.) and speakers of verb-framed languages (V-language; e. g. Spanish) typically conveying path in the main verb. However, less is known about intra-typological variation in the expression of path, especially for bilingual patterns of path encoding. In this paper, we examine path descriptions produced by two groups of bilinguals and compare the descriptions made by these bilinguals with those made by native speakers of the corresponding L1 and L2 languages. The first group consisted of native Polish speakers who were L2 German speakers (intra-typological L1-L2 transition), while the second group comprised native Polish speakers who were L2 Spanish speakers (inter-typological L1-L2 transition). Our results provide evidence for greater alignment to L2 among bilinguals learning an L2 from a different typological group (i. e. Polish L1-Spanish L2 bilinguals), and closer alignment to L1 among bilinguals learning an L2 from the same typological group (i. e. Polish L1-German L2 bilinguals).
Funding statement: I acknowledge the support of several grants, including European Union’s Horizon 2020 research and innovation program grant from Marie Sklodowska-Curie Foundation (H2020-MSCA:IF-2014-658596), the Beatriu de Pinós Postdoctoral Grant (2017 BP 00053) from the Catalan Agency for Management of University and Research Grants and the European COFUND program, and a research grant (FFI2017–82460–P) from the Spanish State Research Agency and the European FEDER Funds.
Acknowledgements
I would like to thank Joseph Barden for his comments on an earlier version of this paper.
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Articles in the same Issue
- Frontmatter
- Research Articles
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- The functional roles of lexical devices in second language learners’ encoding of temporality: A study of Mandarin Chinese-speaking ESL learners
- The same cloze for all occasions?
- The effect of written text on comprehension of spoken English as a foreign language: A replication study
- Cut-offs and co-occurring gestures: Similarities between speakers’ first and second languages
- Bilingual patterns of path encoding: A study of Polish L1-German L2 and Polish L1-Spanish L2 speakers
- Concordancing in writing pedagogy and CAF measures of writing
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- Music training and the use of songs or rhythm: Do they help for lexical stress processing?
- Second language processing of English past tense morphology: The role of working memory
- Recasts versus clarification requests: The relevance of linguistic target, proficiency, and communicative ability
- The role of self-construal in EFL vocabulary learning
- The cross-sectional development of verb–noun collocations as constructions in L2 writing
Articles in the same Issue
- Frontmatter
- Research Articles
- A double-edged sword: Metaphor and metonymy through pictures for learning idioms
- The functional roles of lexical devices in second language learners’ encoding of temporality: A study of Mandarin Chinese-speaking ESL learners
- The same cloze for all occasions?
- The effect of written text on comprehension of spoken English as a foreign language: A replication study
- Cut-offs and co-occurring gestures: Similarities between speakers’ first and second languages
- Bilingual patterns of path encoding: A study of Polish L1-German L2 and Polish L1-Spanish L2 speakers
- Concordancing in writing pedagogy and CAF measures of writing
- D-linked and non-d-linked wh-questions in L2 French and L3 English
- Effects of pragmatic instruction on EFL teenagers’ apologetic email writing: Comprehension, production, and cognitive processes
- Music training and the use of songs or rhythm: Do they help for lexical stress processing?
- Second language processing of English past tense morphology: The role of working memory
- Recasts versus clarification requests: The relevance of linguistic target, proficiency, and communicative ability
- The role of self-construal in EFL vocabulary learning
- The cross-sectional development of verb–noun collocations as constructions in L2 writing