The Second Language Acquisition of Spanish DPS: the Status of Grammatical Features

By J. Garavito, Lydia White. 2002

129 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/e3d18a0cc6335441c4f90673527d7901b44ab745

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In Developmental and Educational Psychology

In Language and Linguistics

Citations in the corpus

Command of gender agreement in school-age Spanish-English Bilingual Children (2007, background): “Grammatical gender in noun phrases also causes persistent difficulty to L2 learners who start acquisition of a second language after puberty, even at advanced levels of proficiency (Bruhn de Garavito & White, 2002; Fernández, 1999; Franceschina, 2001, 2005; Hawkins & Franceschina, 2004).”
Investigating the Psychological and Emotional Dimensions in Instructed Language Learning: Obstacles and Possibilities (2005, background): “For example, Universal Grammar–inspired studies on agreement in the L2 rarely make more than a passing reference to psycholinguistic research outside the Universal Grammar perspective (cf. Bruhn de Garavito & White, 2002).”
Spanish gender agreement under complete and incomplete acquisition: Early and late bilinguals' linguistic behavior within the noun phrase* (2011, background): “…a mapping problem (Lardiere, 2007), since even beginning learners of Spanish have acquired the concept of gender in their developing systems, as shown by their high accuracy rates, but display difficulties with its syntactic manifestations (e.g., Alarcón, 2006; Bruhn de Garavito & White, 2002).”
Age and input in the acquisition of grammatical gender in Dutch (2008, background): “The third possible explanation for the widespread overgeneralization of de is that learners adopt the default form because they have problems realizing the appropriate surface form (Lardiere, 2000; Bruhn de Garavito and White, 2002; on L1 Dutch, see also van der Velde, 2003).”
WHEN GENDER AND LOOKING GO HAND IN HAND (2013, methodology): “…not to investigate processing per se but rather as a tool for adjudicating between competing theories within generative approaches to SLA (Bruhn de Garavito & White, 2002 ; Carroll, 1989 ; Franceschina, 2005 ; Hawkins & Chan, 1997 ; McCarthy, 2007 ; Montrul, 2004 ; Montrul, Foote, & Perpiñan,…”
Assessing the role of current and cumulative exposure in simultaneous bilingual acquisition: The case of Dutch gender* (2012, background): “Thus, if – as is common practice in the literature (see Bruhn de Garavito & White, 2002) – we assume that gender-marking on definite determiners can be used as an indicator of gender attribution, and that this is where exposure effects are expected (on any approach), a clear prediction can be made:…”
Learning (not) to predict: Grammatical gender processing in second language acquisition (2016, background): “…advanced L1 English L2ers of Spanish only reach levels from 75% to 90% accuracy in gender assignment in elicited production (Alarcón, 2011; Bruhn de Garavito and White, 2003; Franceschina, 2005; Grüter et al., 2012; Montrul et al., 2008), even though Spanish affords transparent phonological cues…”
Acquisition of Spanish Gender Agreement in Two Learning Contexts: Study Abroad and At Home (2010, background): “When L2 learners are unsure of the appropriate morphological marker, they tend to ‘‘resort to default gender marking [masculine]’’ (Bruhn de Garavito & White, 2002, p. 172; see also Harris, 1991) and they tend to overgeneralize the masculine forms more often than they do the feminine ones…”
Grammatical gender in adult L2 acquisition: Relations between lexical and syntactic variability (2013, background): “For instance, advanced L1 English L2ers of Spanish only reach levels from 75% to 90% accuracy in gender assignment in elicited production (Alarcón, 2011; Bruhn de Garavito and White, 2003; Franceschina, 2005; Grüter et al., 2012; Montrul et al., 2008).”