Incomplete acquisition and attrition of Spanish tense/aspect distinctions in adult bilinguals

By S. Montrul. Bilingualism: Language and Cognition, 2002

418 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/f1e28570309c538c4f73d83fbd645f43b21f042a

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Citations in the corpus

Command of gender agreement in school-age Spanish-English Bilingual Children (2007, background): “…focused on the early years between birth to ages 3 – 4 (Genesee, 2000; Meisel, 2001; Müller & Hulk, 2001; Paradis & Genesee, 1996, 1997) or on adults (Montrul, 2002, 2004, 2006), school-age children — both bilingual and L2 learners — have received less attention The International Journal of…”
Second Language Acquisition in Childhood (2008, background): “While these characteristics are typically accepted as examples of L1 attrition, it is not always possible to tease apart something that was learned in the L1 and then lost (attrition) versus something that was never completely learned in the first place (incomplete acquisition) due to a change in qu”
Functional convergence in the tense, evidentiality and aspectual systems of Quechua Spanish bilinguals (2004, methodology): “In her study on the loss of aspectual distinctions among simultaneous bilinguals and early childhood L2 learners, Montrul (2002) assumes a syntactic representation in which Aspect is a functional category different from Tense, headed by ± perfective features.”
First language attrition and syntactic subjects: A study of Greek and Italian near-native speakers of English (2004, background): “…International Journal of Bilingualism L1, separation from the L1-speaking community, low degree of acculturation, and a low level of L2 attainment at least in the first generation (Håkansson, 1995; Lambert & Freed, 1982; Montrul, 2002; Silva-Corvalan, 1991; Weltens, de Bot, & van Els, 1986).”
REANALYSIS IN ADULT HERITAGE LANGUAGE (2011, background): “This lack of acquisition would then continue into the adult language (see Montrul, 2002 , 2008 , for an insightful discussion).”
Understanding heritage languages (2019, background): “Bilinguals of all stripes show an overuse of overt pronouns in contexts that normally call for a null form (Lipski, 1996; Montrul, 2002, 2008, 2016; Otheguy, Zentella & Livert, 2007; Serratrice, 2007; Serratrice et al., 2004; Silva-Corvalán, 1994; Sorace et al., 2009; Sorace & Filiaci, 2006;…”
Selective optionality in language development (2005, background): “In a different study of attrition in Spanish heritage speakers, Montrul (2002) reports attrition effects on the same tense-aspect distinctions illustrated in (14a,b) above, which create residual problems for individual L2 learners.”
Internal and external interfaces in bilingual language development: Beyond structural overlap (2009, background): “…learners (Belletti, Bennati, & Sorace, 2007; Iverson, Kempchinsky, & Rothman, 2008; Rothman, 2007a; Sorace & Filiaci, 2006) and heritage speakers (Montrul, 2002, 2004; Rothman, 2007b) for the use of pronominal subjects, the acquisition of aspectual distinctions, the use of the subjunctive and of…”
Understanding the nature and outcomes of early bilingualism: Romance languages as heritage languages (2009, neutral): “…(Iverson, forthcoming; Montrul, Foote, & Perpiñán, 2008; The International Journal of Bilingualism Polinsky, 2006, 2008), tense, aspect and mood (Montrul, 2002, 2007; Polinksy, 1997; SilvaCorvalán, 1994), null subject pronouns (Montrul, 2004 Polinsky, 1997; Silva-Corvalán, 1994) and inflected…”
How similar are adult second language learners and Spanish heritage speakers? Spanish clitics and word order (2009, background): “Studies have shown that bilingual individuals with this profile have better command of the family language than simultaneous or near simultaneous bilinguals, who in turn, are more similar to L2 learners (Montrul, 2002, 2008).”