Página 1 dos resultados de 85 itens digitais encontrados em 0.174 segundos

O que eu falo não se escreve. E o que eu escrevo alguém fala? A variabilidade no uso do objeto anafórico na produção oral e escrita de aprendizes brasileiros de espanhol; What I say cannot be written: but does anyone say what I write? the variation in use of the anaphoric direct object for oral and written productions by Brazilians learners of Spanish

Yokota, Rosa
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 09/08/2007 PT
Relevância na Pesquisa
46.12%
O presente trabalho tem como objetivo contribuir para o estudo das especificidades da aquisição / aprendizagem da língua espanhola por falantes adultos do português brasileiro. Nele, apresentamos um estudo que busca observar, compreender e explicar o uso do objeto direto anafórico na produção oral e escrita de aprendizes brasileiros universitários de espanhol como língua estrangeira. Buscamos embasamento teórico sobre a aquisição de línguas não-nativas, sobre o lugar da língua materna na aquisição de línguas estrangeiras e sobre o objeto direto no português brasileiro e no espanhol. As amostras de produção oral e escrita utilizadas foram coletadas durante aulas de espanhol como língua estrangeira de um curso livre ministrado dentro da Universidade de São Paulo. Elas revelaram que, assim como na língua materna e na língua alvo, há grande variabilidade na produção não-nativa em espanhol no que se refere à omissão, ao preenchimento e às formas de preenchimento do objeto direto anafórico. Mesmo assim, foi possível identificar tendências nessa produção que apontam para a possibilidade de reestruturação da gramática não-nativa, mostram a importância da instrução no caso do espanhol como língua estrangeira e revelam que características próprias da produção oral e escrita em espanhol como língua estrangeira se relacionam não só com a competência lingüística...

Conseqüências sintáticas e semânticas das relações de possessão em espanhol e na produção não nativa de brasileiros; Syntactical and semantical consequences of possessive relations in Spanish and in non-native production of Brazilians

Alvarez, Maria Alicia Gancedo
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 24/03/2009 PT
Relevância na Pesquisa
86.25%
Este estudo consiste na comparação de três amostras lingüísticas: o espanhol não-nativo de estudantes brasileiros adultos, o espanhol nativo de informantes montevideanos (considerada como língua meta), e o português do Brasil (língua materna). Todos os informantes receberam uma situação teste em forma de história em quadrinhos, sem texto escrito, de modo que o conteúdo semântico fosse o mesmo e também fossem evitadas as influências léxicas. A situação teste, solicita em espanhol, o uso de estruturas com clíticos dativos, que expressam relações de possessão. Sua realização e a realização de outras estruturas constituem as variáveis lingüísticas a partir das quais, são examinadas e comparadas as diferentes projeções sintáticas. As referências teóricas e o modelo de análise propostos por Fernández e Anula (1995), compatíveis com algumas das teorias de maior poder explicativo na área da lingüística e da aquisição de línguas, contribuíram significativamente pela atenção dedicada aos fenômenos da língua espanhola. Os resultados do nosso estudo mostram estruturas idiossincrásicas no espanhol nãonativo, que respondem a padrões sintáticos regulares, em sua maioria habilitados pelo sistema da língua materna. A análise estatística quantifica as variáveis e mostra distâncias entre o espanhol não-nativo e a língua meta...

Clítico, objeto nulo ou pronome tônico? Quanto e como a variação/mudança no paradigma do preenchimento pronominal do objeto acusativo de 3ª pessoa no português brasileiro se reflete na aquisição/aprendizagem do espanhol pelos aprendizes brasileiros ao longo das gerações; Clitic, null object or lexical pronoun? How much and however the variation/change in the 3rd person accusative object pronominal realization paradigm in brazilian portuguese reflects on Spanish adquisition/learning for brazilian learners along generations

Simões, Adriana Martins
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 03/08/2010 PT
Relevância na Pesquisa
56.25%
Esta pesquisa teve por objetivo encontrar indícios a respeito da natureza da gramática não nativa do espanhol, especificamente no que se refere à aquisição/aprendizagem do objeto pronominal acusativo de 3ª pessoa, a partir da intuição de aprendizes brasileiros de diferentes gerações, níveis de aprendizagem de ELE e níveis de instrução em LM. Partindo das diferenças entre a gramática do espanhol e do PB, que possuem propriedades abstratas diferentes nesse aspecto da gramática, o que indica diferenças paramétricas entre elas, das mudanças no PB, e considerando a LM como a mediadora entre a GU e a gramática da LE, nossa hipótese foi de que a gramática não nativa dos aprendizes de menor faixa etária seria mais permeável à gramática contemporânea do PB, enquanto a dos aprendizes de faixas etárias mais elevadas seria menos permeável. Por meio da análise dos testes de aceitabilidade de ambas as gramáticas, constatamos que a coexistência de gramáticas no PB possui diferentes graus de consolidação e de aceitação na intuição dos falantes das duas diferentes gerações e se reflete na intuição não nativa dos aprendizes. Por outro lado, encontramos evidências de reestruturação, que nos remetem ao reflexo da gramática do espanhol na intuição não nativa...

Speech Segmentation by Native and Non-Native Speakers: The Use of Lexical, Syntactic, and Stress-Pattern Cues

Sanders, Lisa D.; Neville, Helen J.; Woldorff, Marty G.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /06/2002 EN
Relevância na Pesquisa
46.05%
Varying degrees of plasticity in different subsystems of language have been demonstrated by studies showing that some aspects of language are processed similarly by native speakers and late-learners whereas other aspects are processed differently by the two groups. The study of speech segmentation provides a means by which the ability to process different types of linguistic information can be measured within the same task, because lexical, syntactic, and stress-pattern information can all indicate where one word ends and the next begins in continuous speech. In this study, native Japanese and native Spanish late-learners of English (as well as near-monolingual Japanese and Spanish speakers) were asked to determine whether specific sounds fell at the beginning or in the middle of words in English sentences. Similar to native English speakers, late-learners employed lexical information to perform the segmentation task. However, non-native speakers did not use syntactic information to the same extent as native English speakers. Although both groups of late-learners of English used stress pattern as a segmentation cue, the extent to which this cue was relied upon depended on the stress-pattern characteristics of their native language. These findings support the hypothesis that learning a second language later in life has differential effects on subsystems within language.

Perception of silent-center syllables by native and non-native English speakers1

Rogers, Catherine L.; Lopez, Alexandra S.
Fonte: Acoustical Society of America Publicador: Acoustical Society of America
Tipo: Artigo de Revista Científica
Publicado em /08/2008 EN
Relevância na Pesquisa
45.94%
The amount of acoustic information that native and non-native listeners need for syllable identification was investigated by comparing the performance of monolingual English speakers and native Spanish speakers with either an earlier or a later age of immersion in an English-speaking environment. Duration-preserved silent-center syllables retaining 10, 20, 30, or 40 ms of the consonant-vowel and vowel-consonant transitions were created for the target vowels ∕i, ɪ, eɪ, ε, æ∕ and ∕ɑ∕, spoken by two males in ∕bVb∕ context. Duration-neutral syllables were created by editing the silent portion to equate the duration of all vowels. Listeners identified the syllables in a six-alternative forced-choice task. The earlier learners identified the whole-word and 40 ms duration-preserved syllables as accurately as the monolingual listeners, but identified the silent-center syllables significantly less accurately overall. Only the monolingual listener group identified syllables significantly more accurately in the duration-preserved than in the duration-neutral condition, suggesting that the non-native listeners were unable to recover from the syllable disruption sufficiently to access the duration cues in the silent-center syllables. This effect was most pronounced for the later learners...

ERPs reveal comparable syntactic sentence processing in native and non-native readers of English

Kotz, Sonja A.; Holcomb, Phillip J.; Osterhout, Lee
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
45.94%
L2 syntactic processing has been primarily investigated in the context of syntactic anomaly detection, but only sparsely with syntactic ambiguity. In the field of event-related potentials (ERPs) syntactic anomaly detection and syntactic ambiguity resolution is linked to the P600. The current ERP experiment examined L2 syntactic processing in highly proficient L1 Spanish-L2 English readers who had acquired English informally around the age of 5 years. Temporary syntactic ambiguity (induced by verb subcategorization information) was tested as a language-specific phenomenon of L2, while syntactic anomaly resulted from phrase structure constraints that are similar in L1 and L2. Participants judged whether a sentence was syntactically acceptable or not. Native readers of English showed a P600 in the temporary syntactically ambiguous and syntactically anomalous sentences. A comparable picture emerged in the non-native readers of English. Both critical syntactic conditions elicited a P600, however, the distribution and latency of the P600 varied in the syntactic anomaly condition. The results clearly show that early acquisition of L2 syntactic knowledge leads to comparable online sensitivity towards temporal syntactic ambiguity and syntactic anomaly in early and highly proficient non-native readers of English and native readers of English.

Conversational and clear speech intelligibility of ∕bVd∕ syllables produced by native and non-native English speakers1

Rogers, Catherine L.; DeMasi, Teresa M.; Krause, Jean C.
Fonte: Acoustical Society of America Publicador: Acoustical Society of America
Tipo: Artigo de Revista Científica
Publicado em /07/2010 EN
Relevância na Pesquisa
45.92%
The ability of native and non-native speakers to enhance intelligibility of target vowels by speaking clearly was compared across three talker groups: monolingual English speakers and native Spanish speakers with either an earlier or a later age of immersion in an English-speaking environment. Talkers produced the target syllables “bead, bid, bayed, bed, bad” and “bod” in ‘conversational’ and clear speech styles. The stimuli were presented to native English-speaking listeners in multi-talker babble with signal-to-noise ratios of −8 dB for the monolingual and early learners and −4 dB for the later learners. The monolinguals and early learners of English showed a similar average clear speech benefit, and the early learners showed equal or greater intelligibility than monolinguals for most target vowels. The 4-dB difference in signal-to-noise ratio yielded approximately equal average intelligibility for the monolinguals and later learners. The average clear speech benefit was smallest for the later learners, and a significant clear speech decrement was obtained for the target syllable “bid.” These results suggest that later learners of English as a second language may be less able than monolinguals to accommodate listeners in noisy environments...

Real-time processing of gender-marked articles by native and non-native Spanish speakers

Lew-Williams, Casey; Fernald, Anne
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em 01/11/2010 EN
Relevância na Pesquisa
66.1%
Three experiments using online processing measures explored whether native and non-native Spanish-speaking adults use gender-marked articles to identify referents of target nouns more rapidly, as shown previously with 3-year-old children learning Spanish as L1 (Lew-Williams & Fernald, 2007). In Experiment 1, participants viewed familiar objects with names of either the same or different grammatical gender while listening to Spanish sentences referring to one object. L1 adults, like L1 children, oriented to the target more rapidly on different-gender trials, when the article was informative about noun identity; however, L2 adults did not. Experiments 2 and 3 controlled for frequency of exposure to article-noun pairs by using novel nouns. L2 adults could not exploit gender information when different article-noun pairs were used in teaching and testing. Experience-related factors may influence how L1 adults and children and L2 adults—who learned Spanish at different ages and in different settings—use grammatical gender in realtime processing.

Comparison of native and non-native phone imitation by English and Spanish speakers

Olmstead, Anne J.; Viswanathan, Navin; Aivar, M. Pilar; Manuel, Sarath
Fonte: Frontiers Media S.A. Publicador: Frontiers Media S.A.
Tipo: Artigo de Revista Científica
Publicado em 25/07/2013 EN
Relevância na Pesquisa
46.24%
Experiments investigating phonetic convergence in conversation often focus on interlocutors with similar phonetic inventories. Extending these experiments to those with dissimilar inventories requires understanding the capacity of speakers to imitate native and non-native phones. In the present study, we tested native Spanish and native English speakers to determine whether imitation of non-native tokens differs qualitatively from imitation of native tokens. Participants imitated a [ba]–[pa] continuum that varied in VOT from −60 ms (prevoiced, Spanish [b]) to +60 ms (long lag, English [p]) such that the continuum consisted of some tokens that were native to Spanish speakers and some that were native to English speakers. Analysis of the imitations showed two critical results. First, both groups of speakers demonstrated sensitivity to VOT differences in tokens that fell within their native regions of the VOT continuum (prevoiced region for Spanish and long lag region for English). Secondly, neither group of speakers demonstrated such sensitivity to VOT differences among tokens that fell in their non-native regions of the continuum. These results show that, even in an intentional imitation task, speakers cannot accurately imitate non-native tokens...

Comparison of native and non-native phone imitation by english and spanish speakers

Olmstead, Anne J.; Viswanathan, Navin; Aivar Rodríguez, María Pilar
Fonte: Frontiers Research Foundation Publicador: Frontiers Research Foundation
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
46.24%
Experiments investigating phonetic convergence in conversation often focus on interlocutors with similar phonetic inventories. Extending these experiments to those with dissimilar inventories requires understanding the capacity of speakers to imitate native and non-native phones. In the present study, we tested native Spanish and native English speakers to determine whether imitation of non-native tokens differs qualitatively from imitation of native tokens. Participants imitated a [ba]–[pa] continuum that varied in VOT from −60 ms (prevoiced, Spanish [b]) to +60 ms (long lag, English [p]) such that the continuum consisted of some tokens that were native to Spanish speakers and some that were native to English speakers. Analysis of the imitations showed two critical results. First, both groups of speakers demonstrated sensitivity to VOT differences in tokens that fell within their native regions of the VOT continuum (prevoiced region for Spanish and long lag region for English). Secondly, neither group of speakers demonstrated such sensitivity to VOT differences among tokens that fell in their non-native regions of the continuum. These results show that, even in an intentional imitation task, speakers cannot accurately imitate non-native tokens...

El adjetivo calificativo: una propuesta docente para trabajar con alumnos nativos y no nativos; The description adjective: a docent design to work with native and non-native students

Rojo Prieto, Déborah
Fonte: Universidade de Cantabria Publicador: Universidade de Cantabria
Tipo: Trabalho de Conclusão de Curso
SPA
Relevância na Pesquisa
45.94%
RESUMEN El elevado número de alumnos extranjeros escolarizados en colegios españoles ha supuesto un nuevo reto para los docentes, que han de estar preparados para destinar sus conocimientos tanto a alumnos nativos como no nativos. Este hecho, como consecuencia, puede provocar cambios en la metodología y en el desarrollo de las clases. El adjetivo calificativo, por otro lado, constituye uno de los aspectos gramaticales básicos de cualquier lengua. En este trabajo se plantea una Secuencia Didáctica de cómo este concepto se puede llevar a cabo en un aula de 3º de Primaria que cuenta con alumnos españoles y extranjeros.; ABSTRACT The high number of foreigner students whose are schooled in Spanish schools had produced a new challenge for teachers because they have to be qualified to intend their knowledge for native and non-native students. This fact, as consequence, can cause changes in the methodology and the class’ development. On the other side, the description adjective, form one of the basic grammatical aspects of any language. In this document, it is suggested a Didactic Sequence of how this concept could be carry out in a Third-Primary class which have native and non-native students.; Grado en Magisterio en Educación Primaria

Universal Grammar and Focus constraints: the acquisition of pronouns and word order in non-native Spanish

Lozano, Crist??bal
Fonte: Universidade de Granada Publicador: Universidade de Granada
Tipo: Tese de Doutorado
ENG
Relevância na Pesquisa
76.25%
A recent controversy in second language acquisition research concerns the extent to which adult non-native intuitions differ from adult native intuitions at advanced and near-native levels of competence (end-states). Two (apparently) contradictory findings pervade the L2 literature: while some studies reveal that learners can indeed achieve native-like intuitions, other findings show that they display near-native and optional intuitions. In short, there is a debate about whether adult non-native interlanguage grammars converge with (or diverge from) adult native grammars. The first type of studies (convergence) focuses on constructions that are claimed to be part of the innate principles of Universal Grammar (UG), which typically represent a poverty-of-the-stimulus (POS) phenomenon. The second type (divergence) normally focuses on parameterisable functional features where the L1 and L2 values differ. In this study I test whether this is the expected trend in advanced non-native Spanish acquisition, i.e., that learners show convergent knowledge where UG principles are involved, but divergent knowledge where parametric values differ between the native and the target language. In particular, I investigate the distribution of overt and null pronominal subjects in Spanish...

The development of the syntax-discourse interface: Greek learners of Spanish

Lozano, Crist??bal
Fonte: Universidade de Granada Publicador: Universidade de Granada
Tipo: Parte de Livro
ENG
Relevância na Pesquisa
55.82%
Recent acquisitional studies reveal that formal properties at the lexicon-syntax interface are in place before discursive properties at the syntax-information structure interface. It has been argued that this phenomenon results from learners??? deficits with interpretable discursive features like [focus]. This study claims that the phenomenon derives from learners??? deficits with the un-interpretable formal features responsible for regulating the occurrence of discursive focus, whereas learners??? representation of interpretable focus features are intact. This claim was tested by conducting a study with Greek learners of non-native Spanish at three proficiency levels. Learners judged Subject-Verb and Verb-Subject order with intransitives (unergatives and unaccusatives), which is constrained both formally (Unaccusative Hypothesis at the lexicon-syntax interface) and discursively (presentational focus at the syntax-information structure interface).

The interpretation of overt and null pronouns in non-native Spanish

Lozano, Crist??bal
Fonte: Marsden, H., Pourcel, S. and Whong-Barr, M. (eds) Publicador: Marsden, H., Pourcel, S. and Whong-Barr, M. (eds)
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
66.19%
Online volume 8 for Durham Working Papers in Linguistics: http://www.ncl.ac.uk/linguistics/research/workingpapers/volume8.htm; At advanced levels of proficiency L2 learners can achieve native-like competence (e.g., Kanno, 1997; P??rez-Leroux & Glass, 1997, 1999). However, other studies report that learners only achieve near-native competence and show representational deficits despite long immersion in the L2 (Hawkins, 2000; Sorace, 1993). Interestingly, these claims derive from different types of property within Universal Grammar (UG). The former studies focus on universal principles, whereas the latter investigate properties which UG allows to vary (within limits) and attribute lack of native-like competence to L1 influence on the L2. An interesting question is whether this is the expected pattern in SLA: that advanced L2 speakers will always show native-like competence where principles are involved, but persistently fossilise on language-specific differences. In this study a principle and a language-specific property in the acquisition of non-native Spanish are considered. In particular, I investigate two pronominal constraints: the Overt Pronoun Constraint (OPC) (Montalbetti, 1984, 1986) and the Contrastive Focus Constraint (CFC). An experiment was designed to compare sensitivity to both constructions in advanced learners of Spanish (Greek natives and English natives). Results suggest that both non-native groups??? behaviour towards OPC constructions is not different from Spanish native speakers...

Anaphora resolution in L1 English-L2 Spanish: evidence from the CEDEL2 corpus

Bautista S??nchez, M??nica
Fonte: Universidade de Granada Publicador: Universidade de Granada
Tipo: Dissertação de Mestrado
ENG
Relevância na Pesquisa
46.12%
Previous experimental research has studied some of the factors that influence Anaphora Resolution (AR) in native and non-native discourse, that is, how null and overt pronouns and NP subjects co-refer with their antecedents in discourse. In this dissertation, AR is investigated in an L2 Spanish corpus, as this offers more natural and contextually rich texts. CEDEL2, an L1 English-L2 Spanish corpus, is analyzed in order to study a very specific context of AR: the Position of Antecedent Strategy (PAS), a purely structural strategy, where the syntactic fuction of the antecedent determines the form of the anaphor. Null pronouns tend to select subject antecedents, whereas overt anaphoric material tends to co-refer with non-subject antecedents. A sample of lower and upper advanced learners plus a native control group subcorpus was annotated following a fine-grained tagset, designed for the purpose of the study. The corpus data reveal that both lower and upper advanced learners behave similarly to the natives in terms of the PAS, as all groups use a null subject pronoun to refer to a subject antecedent. As for overt anaphoric forms (overt pronouns and NPs), LCR methodology reveals that overt personal pronouns are more neutral and do not show any biases towards a subject or non-subject antecedent...

Spanish language development in an elementary school two-way immersion program

Holman, Andrea D.
Fonte: Universidade Rice Publicador: Universidade Rice
Tipo: Thesis; Text Formato: 60 p.; application/pdf
ENG
Relevância na Pesquisa
46.18%
This study analyzed the level of proficiency in the minority language, Spanish, of students in the final years of a two-way immersion program at Mark Twain Elementary School in Houston, Texas. The level of proficiency of these two-way immersion students was gauged by comparing their oral narratives to those produced by the monolingual Spanish speakers in Eugenia Sebastian and Dan I. Slobin's 1994 study, "Development of Linguistic Forms: Spanish." The Spanish-dominant and native English-Spanish bilingual students in the program were found to have a high level of proficiency in Spanish. However, the English-dominant students in the program have not attained a native-like proficiency in Spanish. Thus, the program, while beneficial for both native and non-native Spanish speakers, is still somewhat lacking in its linguistic education of non-native Spanish speakers.

Infants’ Preference for Native Audiovisual Speech Dissociated from Congruency Preference

Shaw, Kathleen; Baart, Martijn; Depowski, Nicole; Bortfeld, Heather
Fonte: Public Library of Science Publicador: Public Library of Science
Tipo: Artigo de Revista Científica
Publicado em 30/04/2015 EN
Relevância na Pesquisa
46.17%
Although infant speech perception in often studied in isolated modalities, infants' experience with speech is largely multimodal (i.e., speech sounds they hear are accompanied by articulating faces). Across two experiments, we tested infants’ sensitivity to the relationship between the auditory and visual components of audiovisual speech in their native (English) and non-native (Spanish) language. In Experiment 1, infants’ looking times were measured during a preferential looking task in which they saw two simultaneous visual speech streams articulating a story, one in English and the other in Spanish, while they heard either the English or the Spanish version of the story. In Experiment 2, looking times from another group of infants were measured as they watched single displays of congruent and incongruent combinations of English and Spanish audio and visual speech streams. Findings demonstrated an age-related increase in looking towards the native relative to non-native visual speech stream when accompanied by the corresponding (native) auditory speech. This increase in native language preference did not appear to be driven by a difference in preference for native vs. non-native audiovisual congruence as we observed no difference in looking times at the audiovisual streams in Experiment 2.

Using corpora for awareness-raising purposes in translation, especially into a foreign language (Spanish-English)

Rodríguez Inés, Patricia
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/acceptedVersion Formato: application/pdf
Publicado em //2014 ENG
Relevância na Pesquisa
45.92%
Translating into a foreign language is no simple task, but, in Spain at least, it is not uncommon for professional translators to be asked to do so. Translation trainees in Spain therefore ought to acquire competence in translating into the foreign language(s) with which they work, a goal that most of the country's university translation programmes seek to fulfil. This paper presents a wide range of corpus-based language and translation exercises designed primarily to highlight issues that translating into English entails for non-native speakers of the language, but also to introduce the use of electronic corpora for guidance on language usage (natural equivalents, appropriate collocations, frequency data etc.). The exercises have been designed for native Spanish-speaking trainees translating into English, but are perfectly adaptable to other language combinations

Child and Adult Non-Native Subject Development a Bi-directional Study of English and Spanish as L2s /

Pladevall Ballester, Elisabet
Fonte: Bellaterra : Universitat Autònoma de Barcelona, Publicador: Bellaterra : Universitat Autònoma de Barcelona,
Tipo: Tesis i dissertacions electròniques; info:eu-repo/semantics/doctoralThesis Formato: application/pdf
Publicado em //2008 ENG; ENG
Relevância na Pesquisa
46.11%
Consultable des del TDX; Títol obtingut de la portada digitalitzada; Aquesta tesi explora l'adquisició no-nativa de les propietats del subjecte gramatical en l'anglès i el castellà de nens i adults castellanoparlants i angloparlants, els quals no resideixen en el país de la L2, i contribueix així a la recerca en aquest camp amb noves dades i descobriments.En un enfocament teòric generativista cap a la L2, els efectes de la GU en el desenvolupament no-natiu del subjecte en nens i adults, l'existència d'efectes de transferència de la L1 i el «cluster» de propietats del tradicional Paràmetre del Subjecte Nul romanen sense resoldre's is han de ser analitzats d'acord amb les propostes teòriques més recents. L'estudi es realitza mitjançant dades transversals obtingudes a partir d'experiments de comprensió en nens i adults en dos contextos d'adquisició diferents. L'L2A infantil s'examina en un context d'immersió d'una escola americana a Barcelona i d'una escola espanyola a Londres i l'L2A adulta s'analitza en un context de classe institucional. S'utilitza el mateix mètode experimental pels nens i pels adults: judicis de gramaticalitat i tasques de coerció pels informants de L2 anglès i judicis de gramaticalitat i tasques de preferència pels informants de L2 castellà. No obstant...

A Sintaxe do espanhol e do português brasileiro: evidências para a gramática não nativa do espanhol; La sintaxis del español y del portugués brasileño: evidencias para una gramática no nativa del español; The syntax of Spanish and Brazilian Portuguese: evidences on Spanish non-native grammar

Simões, Adriana Martins
Fonte: Universidade de São Paulo. Faculdade de Filosofia, Letras e Ciências Humanas Publicador: Universidade de São Paulo. Faculdade de Filosofia, Letras e Ciências Humanas
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; Formato: application/pdf
Publicado em 07/12/2012 POR
Relevância na Pesquisa
46.19%
This paper presents evidences on Spanish non-native grammar (Simões, 2010). Considering the syntactic differences between Spanish and Brazilian Portuguese grammar (González, 1994, 1998, 1999, 2001, 2003, 2005, 2008), by virtue of linguistics changes which started to occur in the 19th century in the latter (Cyrino, 1993; Duarte, 1989; Galves, 2001; Kato, 1993; Tarallo, 1993), it was carried out a study about Spanish non-native grammar acquisition, based on generative approach to foreign language acquisition (González, 1994, 1998, 1999, 2001, 2003, 2005; Liceras, 1996, 1997, 2002, 2003). The data showed that the coexistence of Brazilian Portuguese grammars reflects on non-native grammar, as well as there are evidences on restructuring and elements which could trigger it. However, the learner’s mental representation would not corrTespond to a native speaker’s one and the restructuring process would only be partial. Our findings reveal evidences about non-native grammar and permeability nature.; Este trabalho apresenta indícios sobre a gramática não nativa do espanhol (Simões, 2010). Tendo em vista as diferenças sintáticas entre a gramática do espanhol e do português brasileiro (González, 1994, 1998, 1999, 2001, 2003, 2005...