UVALAL - Capítulos de monografías https://uvadoc.uva.es/handle/10324/32621 2026-04-06T17:57:54Z 2026-04-06T17:57:54Z Fernández Fuertes, Raquel Álvarez de la Fuente, María Esther Muñiz Fernández, Susana https://uvadoc.uva.es/handle/10324/69433 2024-08-26T19:06:53Z 2024-01-01T00:00:00Z

De manera especial en los últimos años, el estudio de datos lingüísticos ha llevado, no sólo a una mejor comprensión del lenguaje en general y de las lenguas en particular, sino también a que los estudios teóricos y prácticos de una lengua concreta o de la comparación de dos o varias ofrezcan herramientas para un mejor aprovechamiento de la enseñanza de lenguas a diversos niveles.

2024-01-01T00:00:00Z Fernández Fuertes, Raquel Mujcinovic, Sonja Yuan, Qianting https://uvadoc.uva.es/handle/10324/68845 2024-07-19T19:01:29Z 2024-01-01T00:00:00Z

One of the defining properties of second language (L2) acquisition is crosslinguistic influence, which can be broadly defined as the influence that occurs between the two languages of the bilingual (e.g., Ringbom, 2007, 2016; Blom & Baayan, 2012; Montrul & Ionin, 2012; Gathercole, 2016; Unsworth, 2016; Llinás-Grau & Bel, 2019). In this study, we of-fer a characterization of crosslinguistic influence in the L2 English pro-duction of a group of sequential bilinguals that have Chinese as their first language (L1). In particular, we explore this language contact si-tuation between Chinese and English in the domain of direct objects, given that the production–omission of direct objects is regulated diffe-rently in these two languages.

2024-01-01T00:00:00Z Ogneva, Anastasiia Gómez Carrero, Tamara https://uvadoc.uva.es/handle/10324/67419 2025-03-29T21:00:43Z 2024-01-01T00:00:00Z

This chapter compares gender assignment of real Spanish nouns by second language learners (L1 English n=26, L1 Russian n=26) and by native Spanish speakers (n=26). Participants completes an acceptability judgement task with 40 sentences with Spanish determiner phrases wich were grammatical or ungrammatical, with masculine and feminine nouns with transparent or opaque endings. Our resulst show that (1) the L1 Russian group is more sensitive to gender incongruencies than the L1 English group, suggesting that the presence of grammatical gender in the L1 facilitates the perception of gender inconguencies; and that (2) noun morphology facilitates gender acquisition in L2 Spanish, as both groups of participants rated non-matching determiner phrases with transparent noun more accurately than opaque nouns. Based on the results os this study, this work also provides didactic recommendations in order to improve the teaching of grammatical gender for learners of Spanish as a second language (L2).

2024-01-01T00:00:00Z Gómez Carrero, Tamara Ogneva, Anastasiia https://uvadoc.uva.es/handle/10324/59497 2023-05-08T07:03:00Z 2023-01-01T00:00:00Z

The acquisition of Spanish grammatical gender has been widely investigated in the L2 and 2L1 literatures. Previous studies have focused on identifying the difficulties L2 speakers encounter and on whether they attain a native-like performance. This has been widely researched with ungendered L1 speakers (mainly English) and with gendered languages such as Russian or German. This chapter aims at reviewing the most relevant works recently published on the acquisition of grammatical gender in L2 Spanish by setting the focus on the role played by the gender transparency of the noun and how the latter influences the speaker’s acquisition depending on the presence or absence of gender in their L1.

2023-01-01T00:00:00Z Fernández Fuertes, Raquel M. Liceras, Juana Álvarez de la Fuente, María Esther https://uvadoc.uva.es/handle/10324/58619 2023-02-10T20:00:35Z 2008-01-01T00:00:00Z

Using data from simultaneous and sequential bilingualism, we address a series of learnability issues by investigating the acquisition of four different structures: (i) the [Gender] feature of the Spanish Determiner in the production of English/ Spanish mixed Determiner Phrases; (ii) the [Determiner] feature of Tense in the production of null/overt subjects; (iii) the morphosyntactic status of definite articles and clitics; and (iv) the morphosyntactic characteristics of Spanish deverbal compounds. We compare spontaneous and experimental data elicited from children and adults in order to show how these linguistic constructs can account for the differences and similarities between native and non-native bilingual systems. The data reveal clear-cut differences between native and non-native production/ interpretation. We attribute this to feature specification and the way in which both groups access the input.

2008-01-01T00:00:00Z Fernández Fuertes, Raquel M. Liceras, Juana Alba de la Fuente, Anahí https://uvadoc.uva.es/handle/10324/58617 2023-02-10T20:00:35Z 2016-01-01T00:00:00Z

Previous code-switching literature argues that no switch takes place between a pronoun and a verb, while Determiner Phrases (DPs) do code-switch. This paper uses code-switching acceptability judgment data elicited from three groups of English–Spanish bilinguals (2L1 children, L2 English children and L2 English adults) to test: (i) van Gelderen & MacSwan’s (2008) PF disjunction theorem intended to account for the DP/pronoun divide; and (ii) an agreement version of the analogical criterion (Liceras et al. 2008) which is based on Pesetsky & Torrego’s (2001) double-feature valuation mechanism intended to account for the different status of third person versus first and second person pronominal subjects. We show that the PF disjunction theorem is clearly rooted in the mind of the bilingual and that the Spanish dominant bilinguals can ‘relax’ its requirements to value person agreement features as predicted by the double-feature valuation mechanism.

2016-01-01T00:00:00Z Fernández Fuertes, Raquel Álvarez de la Fuente, María Esther Mujcinovic, Sonja https://uvadoc.uva.es/handle/10324/58598 2023-02-09T20:00:29Z 2016-01-01T00:00:00Z

We analyze the emergence of grammatical gender in the spontaneous longitudinal Spanish production of a set of Spanish/English bilingual twins from the FerFuLice corpus (Fernández Fuertes & Liceras, 2009). We take as a point of departure theoretical accounts on gender assignment and gender concord and previous empirical work on the acquisition of gender by monolinguals and bilinguals. Our study deals with how gender incorporates in the case of L1 Spanish bilinguals; how concord within the determiner phrase (DP) operates; and how monolingual and bilingual Spanish pattern in the same way in this respect. We conclude that DP syntax and the gender concord valuation mechanism are in place from very early stages and that morphology and semantics are not determinant factors in this process.

2016-01-01T00:00:00Z Álvarez de la Fuente, María Esther Fernández Fuertes, Raquel https://uvadoc.uva.es/handle/10324/57480 2022-11-25T20:02:12Z 2012-01-01T00:00:00Z

Ever since Harris (1973; 1977) put forward the term natural translation/ interpretation (Harris, 1997), research has also been conducted on the relationship between the capacity bilinguals have to translate (Harris & Sherwood, 1978; Harris, 1980; 1997) and the bilingual competence required for it (Malakoff & Hakuta, 1991; Lorscher, 1992; Álvarez de la Fuente, 2006; 2007). The present study aims at contributing to this debate by providing an analysis of the natural translations that appear in the data from two English/Spanish balanced bilingual chil­ dren from the Ferfulice corpus (Femández Fuertes & Liceras, 2009) in CHILDES (MacWhinney, 2000). We address the issue of bilingual competence and, in particular, of how the analysis of oral translation cases can provide informa­ tion regarding the pattems that govem this kind of translation; the constraints that govem the interpretative and contextual mapping between the two languages; and the relationship that exits between bilingual competence and performance in the translation activity. In order to do so we have analysed the spontaneous and experimental production of these two bilingual children (age range: 1;11-6;3 years old) and we have also proposed a series of variables that render the linguistic and contextual pattems that the children follow when they interpret naturally.

2012-01-01T00:00:00Z Álvarez de la Fuente, María Esther Fernández Fuertes, Raquel https://uvadoc.uva.es/handle/10324/57479 2022-11-25T20:02:11Z 2012-01-01T00:00:00Z

Translation has been informally and broadly perceived as a commu­ nicative act that involves the transfer of meaning of a text from one language into another. According to this definition, translation is seen as a process by means of which an equivalence of meaning between two texts is established. This process has been dealt with in the litera­ ture on translation studies from at least two different perspectives: in the more traditional approach, the equivalence process refers to the semantic, pragmatic and stylistic identity between the two texts, the original text and the target text (e.g. Delisle, 1984; Toury, 1984); this viewpoint, which we may refer to as an extemally-oriented ap­ proach to translation, implies a prescriptive approach towards this process whose starting point is a series of a priori formal criteria that the translator must meet in order to interpret the original text correct­ ly and deliver a good translation; under a more communicative perspective, the equivalence process rendering any translation has a more dynamic nature in the sense that, in this rather intemally-ori­ ented approach (e.g. Nida, 1964; 1976; Seleskovitch, 1976; Rabadán Álvarez, 1991), the reproduction of a message is specially linked and ultimately constrained in a way by the intended interlocutors; that is, the semantic-pragmatic components would weigh more than the mere formal ones in this equivalence process. This last perspective involves then a shift from the text itself towards the speaker and, in particular, towards the speaker the translation is intended for.

2012-01-01T00:00:00Z Liceras, Juana M. Fernández Fuertes, Raquel https://uvadoc.uva.es/handle/10324/55733 2022-09-29T19:00:52Z 2021-01-01T00:00:00Z

Root Infinitives (RI) in Spanish have an infinitival marker, while in English they are bare forms. For languages like English, the RI stage has been said to be longer and to have a higher incidence than in Spanish. Within Liceras, Bel, and Perales’ (2006) typology of an RI universal stage, Spanish is a [+Person (P), +Infinitival marker (R)] language while English is [−P, −R]. Our analysis of the English and Spanish RIs produced by English-Spanish bilingual children and English and Spanish monolingual children reveals no interfering influence from English into Spanish and no positive influence from Spanish into English, which suggests that the degree of lexical transparency of the [+P, +R] features of Spanish is not strong enough to trigger acceleration in overcoming the bilingual English RI stage.

2021-01-01T00:00:00Z Fernández Fuertes, Raquel Gómez Garzaran, Eduardo Mañas Navarrete, Iban https://uvadoc.uva.es/handle/10324/55732 2025-01-29T13:50:53Z 2020-01-01T00:00:00Z

The modification of a noun by another noun (e.g. paper plane) is not part of the English curriculum in Spanish schools. This is so in spite of the presence these structures have in the textbooks used both in the English subjects as well as in the content subjects taught in English. We have analyzed the noun-noun constructions (NN compounds) produced by L1 Spanish-L2 English children in order to address (i) the role of direct explicit instruction as opposed to indirect implicit instruction in the English classroom; and (ii) the effect length of exposure can have in native-like attainment in these cases. Four groups of participants have been considered: two groups that have been part of a 3-year teaching program involving explicit NN instruction (a 9-year-old group and an 11-year-old group); and the same two age groups following the regular instruction where NN modification is not explicitly addressed in the classroom. Participants were tested by means of a director-matcher task which prompted them to produce NN compounds. Results show that (i) explicit instruction has an effect and that this effect is positive in that not only a more native-like production is achieved but also a higher number of these structures do appear after the explicit instruction period; and (ii) length of exposure has a parallel effect but is accentuated when combined with explicit instruction. This has a double implication: explicit teaching of grammatical properties is effective and the productivity of English NN compounds is something that can actually be taught.; En los colegios españoles la modificación en inglés de un nombre por otro nombre (compuestos NN; p.ej. paper plane) no es parte habitual del currículum a pesar de la alta incidencia de estas estructuras en los libros de texto usados tanto en la asignatura de inglés como en las de contenido que se enseñan en inglés. Este estudio se centra en los compuestos NN producidos por niños L1 español-L2 inglés y persigue analizar (i) el papel de la instrucción explícita directa en contraposición a la instrucción implícita indirecta en la clase de inglés; y (ii) el efecto que el tiempo de exposición puede tener para alcanzar producciones gramaticales. Se estudian cuatro grupos de participantes: dos han recibido durante tres años un plan específico de instrucción explícita en compuestos NN (estudiantes de 9 y 11 años), y otros dos grupos de las mismas edades han seguido la instrucción habitual que no incluye la modificación NN. Se ha usado una tarea experimental semi-espontánea (director-matcher) que favorece la producción de compuestos NN. Los resultados muestran que (i) la instrucción explícita tiene un efecto positivo que implica un mayor índice de corrección gramatical tras el período de instrucción explícita; y (ii) el tiempo de exposición tiene un efecto paralelo, pero además se acentúa cuando se combina con la instrucción explícita. Estos resultados tienen una doble implicación: que la enseñanza explícita de ciertas propiedades gramaticales es efectiva y que, además, la productividad de los compuestos nominales en inglés es algo que efectivamente se puede enseñar.

2020-01-01T00:00:00Z Stankova Laykova, Radoslava Fernández Fuertes, Raquel https://uvadoc.uva.es/handle/10324/39952 2021-06-23T10:13:38Z 2020-01-01T00:00:00Z

In the early stages of both monolingual and bilingual first language acquisition (2L1), children acquiring their first language (L1) often omit functional categories (Brown 1973). In this paper, we focus on the acquisition of a functional category, the Spanish copula verbs, in 2L1 English-Spanish data. Our objectives are, firstly, to determine whether the two copulas in Spanish, i.e. ser and estar, are simultaneously or sequentially acquired; secondly, to establish whether there is a difference in the acquisition of these copulas as they appear with individual-level predicates (ILPs) and stage-level predicates (SLPs); and finally, to ascertain whether the linguistic context where the bilinguals under analysis are raised plays a role in the acquisition of this grammatical property. These combined issues have not been addressed in previous studies on the monolingual and bilingual acquisition of the Spanish copulas. Therefore, our work involves a direct contribution to the field, in that it helps to shed further light on the different intertwined processes that are involved in the acquisition of the Spanish copulas.

2020-01-01T00:00:00Z Liceras, Juana M. Fernández Fuertes, Raquel Fuente, Anahí Alba de la Tercedor Sánchez, Maribel https://uvadoc.uva.es/handle/10324/39688 2021-07-15T09:20:38Z 2010-01-01T00:00:00Z

We set out to investigate whether and how the Spanish copula system might influence the realization of copula in the English developing grammar of two English/Spanish simultaneous bilinguals.

2010-01-01T00:00:00Z Liceras, Juana M. Martínez Sanz, Cristina Pérez Tattam, Rocío Perales Haya, Susana Fernández Fuertes, Raquel https://uvadoc.uva.es/handle/10324/39668 2023-02-09T11:59:49Z 2006-01-01T00:00:00Z

Language contact which manifests itself as “code-mixing” constitutes a natural ground for investigating possible commonalities and differences between the L2 acquisition and pidginization/creolization processes. In this paper, we analyze spontaneous and experimental functional-lexical DP mixings in order to address the differences and similarities between the mental representation of language in the bilingual child, the bilingual adult and adult non-native language. Drawing a parallel with Pesetsky and Torrego’s (2001) proposal concerning the relationship between nominative case (nominative case is a T feature on D) and agreement (phi) (agreement is a D feature on T), we assume that Gender is an N feature on D and Gender Agreement is a D feature on N. This dichotomy allows us to make a number of predictions as to how the native and non-native mental representation of these features determines the directionality of code-switching (which language contributes the functional or the lexical category). We will argue that the comparative priorities for the specification of uninterpretable features in a given pair of languages that are already present in the emergent bilingual grammar are transferred to the adult bilingual grammar but do not show up in the case of the non-native grammar. We attribute this to the fact that adult native speakers do not process and internalize formal abstract features from input in the same way as children do (Liceras 2003). Thus, in the spirit of Bickerton (1984, 1996, 1999), we will argue that adults do not “create” language and, in this respect, adult non-native systems and pidgins may share a number of properties, as initially proposed by Schumann (1978) or Andersen (1983) and recently discussed by DeGraff (1999) and Winford (2003), among others. However, in the case of the pidgin/creole continuum, the non-native system will eventually become a native-like system as it develops into a creole, although due to the special language contact situation, some formal features may only make it into the creole system in cases where contact between the creole and the lexifier persists through several generations.

2006-01-01T00:00:00Z Ingram, David Dubasik, Virginia Liceras, Juana M. Fernández Fuertes, Raquel https://uvadoc.uva.es/handle/10324/39661 2021-09-23T08:31:35Z 2011-01-01T00:00:00Z

This study is the first attempt to examine the early phonological development of bilingual twins. It sought to determine the extent to which the phonological acquisition of twins was similar, and the extent to which the phonological acquisition of the two languages was similar. Language samples from twin boys acquiring English and Spanish simultaneously were taken at 18, 19 and 20 months of age, in English and Spanish. The samples were analyzed using nine measures of phonological acquisition. A scale of phonological similarity was developed to quantify comparisons between the languages and between the children. The results indicated that the phonologies of the twins were 92% similar in each language, showing highly similar, but not identical systems. The phonologies of the languages were 71% similar, indicating that being twin did not impede early language separation.

2011-01-01T00:00:00Z Liceras, Juana M. Fernández Fuertes, Raquel Klassen, Rachel https://uvadoc.uva.es/handle/10324/39155 2021-05-21T21:11:15Z 2016-01-01T00:00:00Z

Investigating the interpretation and production of codeswitched structures involving functional and lexical categories by bilingual speakers constitutes a reliable tool to assess language dominance and/or nativeness. Language dominance has been described and measured in the context of bilingualism while nativeness is more rooted in the characterization of primary versus non-primary acquisition. Both concepts are intended to identify the specific ways in which language is represented in the mind of a bilingual. We draw from three different hypotheses formulated in the context of formal linguistics: the Grammatical Features Spell-Out Hypothesis, the Gender Double-Feature Valuation Mechanism, and the PF Interface Condition to show whether and how the codeswitching conditions established by these hypotheses constitute a diagnostic for language dominance and language nativeness.

2016-01-01T00:00:00Z