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Subject-to-subject raising and the syntax of tense in L2 Spanish: A full access approach

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Subject-to-subject raising and the syntax of tense in L2 Spanish: A full access approach. / Campos-Dintrans, Gonzalo; Pires, Acrisio; Rothman, Jason.
In: Bilingualism, Vol. 17, No. 1, 31.01.2014, p. 38-55.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Campos-Dintrans, G, Pires, A & Rothman, J 2014, 'Subject-to-subject raising and the syntax of tense in L2 Spanish: A full access approach', Bilingualism, vol. 17, no. 1, pp. 38-55. https://doi.org/10.1017/S1366728912000661

APA

Campos-Dintrans, G., Pires, A., & Rothman, J. (2014). Subject-to-subject raising and the syntax of tense in L2 Spanish: A full access approach. Bilingualism, 17(1), 38-55. https://doi.org/10.1017/S1366728912000661

Vancouver

Campos-Dintrans G, Pires A, Rothman J. Subject-to-subject raising and the syntax of tense in L2 Spanish: A full access approach. Bilingualism. 2014 Jan 31;17(1):38-55. Epub 2012 Dec 21. doi: 10.1017/S1366728912000661

Author

Campos-Dintrans, Gonzalo ; Pires, Acrisio ; Rothman, Jason. / Subject-to-subject raising and the syntax of tense in L2 Spanish : A full access approach. In: Bilingualism. 2014 ; Vol. 17, No. 1. pp. 38-55.

Bibtex

@article{116a6bd117134b8d89b20b858383037a,
title = "Subject-to-subject raising and the syntax of tense in L2 Spanish: A full access approach",
abstract = "This paper investigates the acquisition of syntax in L2 grammars. We tested adult L2 speakers of Spanish (English L1) on the feature specification of T(ense), which is different in English and Spanish in so-called subject-to-subject raising structures. We present experimental results with the verb parecer {"}to seem/to appear{"} in different tenses, with and without experiencers, and with Tense Phrase (TP), verb phrase (vP) and Adjectival Phrase (AP) complements. The results show that advanced L2 learners can perform just like native Spanish speakers regarding grammatical knowledge in this domain, although the subtle differences between both languages are not explicitly taught. We argue that these results support Full Access approaches to Universal Grammar (UG) in L2 acquisition, by providing evidence that uninterpretable syntactic features can be learned in adult L2, even when such features are not directly instantiated in the same grammatical domain in the L1 grammar.",
keywords = "Acquisition, English, Raising, Spanish, Syntax",
author = "Gonzalo Campos-Dintrans and Acrisio Pires and Jason Rothman",
year = "2014",
month = jan,
day = "31",
doi = "10.1017/S1366728912000661",
language = "English",
volume = "17",
pages = "38--55",
journal = "Bilingualism",
issn = "1366-7289",
publisher = "Cambridge University Press",
number = "1",

}

RIS

TY - JOUR

T1 - Subject-to-subject raising and the syntax of tense in L2 Spanish

T2 - A full access approach

AU - Campos-Dintrans, Gonzalo

AU - Pires, Acrisio

AU - Rothman, Jason

PY - 2014/1/31

Y1 - 2014/1/31

N2 - This paper investigates the acquisition of syntax in L2 grammars. We tested adult L2 speakers of Spanish (English L1) on the feature specification of T(ense), which is different in English and Spanish in so-called subject-to-subject raising structures. We present experimental results with the verb parecer "to seem/to appear" in different tenses, with and without experiencers, and with Tense Phrase (TP), verb phrase (vP) and Adjectival Phrase (AP) complements. The results show that advanced L2 learners can perform just like native Spanish speakers regarding grammatical knowledge in this domain, although the subtle differences between both languages are not explicitly taught. We argue that these results support Full Access approaches to Universal Grammar (UG) in L2 acquisition, by providing evidence that uninterpretable syntactic features can be learned in adult L2, even when such features are not directly instantiated in the same grammatical domain in the L1 grammar.

AB - This paper investigates the acquisition of syntax in L2 grammars. We tested adult L2 speakers of Spanish (English L1) on the feature specification of T(ense), which is different in English and Spanish in so-called subject-to-subject raising structures. We present experimental results with the verb parecer "to seem/to appear" in different tenses, with and without experiencers, and with Tense Phrase (TP), verb phrase (vP) and Adjectival Phrase (AP) complements. The results show that advanced L2 learners can perform just like native Spanish speakers regarding grammatical knowledge in this domain, although the subtle differences between both languages are not explicitly taught. We argue that these results support Full Access approaches to Universal Grammar (UG) in L2 acquisition, by providing evidence that uninterpretable syntactic features can be learned in adult L2, even when such features are not directly instantiated in the same grammatical domain in the L1 grammar.

KW - Acquisition

KW - English

KW - Raising

KW - Spanish

KW - Syntax

U2 - 10.1017/S1366728912000661

DO - 10.1017/S1366728912000661

M3 - Journal article

AN - SCOPUS:84889635731

VL - 17

SP - 38

EP - 55

JO - Bilingualism

JF - Bilingualism

SN - 1366-7289

IS - 1

ER -