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Relative clauses in child heritage speakers of Turkish in the United States
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Sources of variability in the acquisition of Differential Object Marking by Turkish heritage language children in the United States
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Spanish pragmatic markers' usage patterns in second language and heritage speakers
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The effect of full-immersion schooling on nativelikeness and dominance in Palestinian Arabic-American English bilinguals
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Effects of instruction on writing improvement of university heritage learners of Spanish: A longitudinal study
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The effects of language instruction on L2 learners’ input processing and learning outcomes
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Vulnerability and stability of Differential Object Marking in Romanian heritage speakers
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In: Glossa: a journal of general linguistics; Vol 5, No 1 (2020); 119 ; 2397-1835 (2020)
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Tracing language variation in Spanish: A multidisciplinary approach
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The acquisition of Mandarin by heritage speakers and second language learners
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Interpretation and processing of overt pronouns in Korean, English and L2-acquisition
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The influence of task factors and language background on morphological processing in Spanish
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Comprehension of Spanish relative and passive clauses by early bilinguals and second language learners
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Why wait? Psycholinguistic investigations of the roles of learning condition and gender stability in L2 gender-based anticipation
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Abstract:
It is well documented that grammatical gender poses a pervasive problem for adult second language learners. Whereas native speakers can use prenominal grammatical gender marking to anticipate upcoming nouns in sentences, L2 learners often show a reduced or absent ability to use gender in this manner (Grüter, Lew-Williams, & Fernald, 2012; Hopp, 2013, 2016). The Lexical Gender Learning Hypothesis (LGLH) proposes a chain of causality to account for this finding: 1) Differences in the conditions under which children and adults learn a language lead to weaker links between nouns and their gender representations for adult L2 learners; 2) These weaker links lead to greater variability in gender assignment; 3) This increased variability in gender assignment reduces the extent to which adult L2 learners use gender predictively. Across three experiments, this dissertation provides the first direct test of the LGLH. Results do not find evidence for the claim that learning context affects the stability of gender assignments nor the ability to use gender as an anticipatory cue. The data do, however, support the hypothesis that gender assignment variability modulates the anticipatory use of gender marking. These findings indicate that L2 knowledge plays an important role in online L2 processing, and that failure to adequately account for this knowledge may lead to an underestimation of L2 performance.
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Keyword:
anticipation; event-related potentials; grammatical gender; lexical gender learning hypothesis; second language acquisition
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URL: http://hdl.handle.net/2142/101515
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Differential object marking in Basque: grammaticalization, attitudes and ideological representations
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