Asier Romero e Irati de Pablo (Universidad del País Vasco / Euskal Herriko Unibertsitatea)
The acquisition of English dative constructions by English-Spanish bilinguals
Silvia Sánchez Calderón (Universidad de Educación a Distancia -UNED-)
On the basis of these previous theoretical accounts, the following predictions could take place when focusing on acquisition data:
Prediction 1. If DOCs (1b) arise syntactically from to/for-datives (1a), then DOCs are expected to appear at an earlier age and have a higher incidence along the acquisition process if compared to to/for-datives. This would be so for 2L1 English children and L1 English children alike.
(1) a. John gave a book to Mary (to-dative)
b. John gave Mary a book (DOC)
Prediction 2. Contrarily, if to/for-datives (1a) are syntactically derived from DOCs (1b), then to/for-datives are expected to appear at an earlier age and have a higher incidence along the acquisition process if compared to DOCs. This would be so for 2L1 English children and L1 English children alike.
Prediction 3. If adult input plays a role in children’s production of ditransitives, then the order of appearance will go hand in hand with the frequency with which a child is exposed to those structures, as argued in the ordered input hypothesis (Borer and Wexler 1987). This would be so for 2L1 English children and L1 English children.
When comparing bilingual and monolingual production, and with respect to the so-called bilingual effect, bilinguals, because of the burden of acquiring two languages, may lag behind their monolingual counterparts. However, the order of appearance of to/for-datives and DOCS is expected to coincide in the production of both child groups. In order to address these issues, we analyze bilingual English data and monolingual English data from corpora available in the CHILDES database (MacWhinney 2000). We consider both children’s utterances and child-directed speech.
Our results show that DOCs are the basic structure from which to/for-datives are derived since (a) DOCs begin to be produced earlier and they have a higher incidence along the acquisition process if compared to to/for-datives and (b) there is a narrow correspondence between the high adult input frequency and the earlier appearance of DOCs and between the low adult input frequency and the later appearance of to/for-datives, regardless of the language group. This is so for monolingual and bilingual data alike. Therefore, 2L1 English children behave like L1 English in the acquisition of ditransitives.
Serie: CILC2021: Los corpus y la adquisición y enseñanza del lenguaje / Corpora, LA and teaching (+información)
Xiaolong Lu (University of Arizona)
Nan Jiang (Vanderbilt University)
Andrea Listanti (University for Foreigners of Siena), Jacopo Torregrossa (Goethe-Universität Frankfurt) and Liana Tronci (University for Foreigners of Siena)
A corpus-based analysis of clausal complexity in experts’ and learners’ academic texts: A case study
Elizaveta Smirnova (National Research University Higher School of Economic)
Alicia San Mateo Valdehíta y Marc Rodius (Universidad Nacional de Educación a Distancia -UNED-)
Begoña Clavel Arroitia and Barry Pennock Speck (Universitat de Valencia)
Raquel Mateo Mendaza (Universidad de La Rioja)
Daniel Díez Lorenzo (Universidad de Cantabria)
Miharu Fuyuno (Kyushu University) and Takeshi Saitoh (Kyushu Institute of Technology)
Silvia Aguinaga Echeverria (Universidad de Navarra) and Nausica Marcos Miguel (Denison University)
Francisco Javier Fernández Polo (Universidad de Santiago de Compostela)
Vanessa Cardoso Egrejas (CLUNL) and Antonio Chenoll (Universidade Aberta)
Ting Xu y Amaya Mendikoetxea (Universidad Autónoma de Madrid)
Adrián Granados y Francisco Lorenzo (Universidad Pablo Olavide)
Anita Ferreira (Universidad de Concepción)