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E-raamat: Developmental Dimension in Instructed Second Language Learning: The L2 Acquisition of Object Pronouns in Spanish

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Developmental Dimension in Instructed Second Language Learning: The L2 Acquisition of Object Pronouns in SpanishSuurem pilt
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This work identifies developmental stages in the acquisition of object pronouns by instructed second language learners of Spanish. It examines learners ranging from beginner to advanced, where the most advanced are themselves teachers of Spanish language courses. Study abroad experience is also a variable in the data.


The book explores language production from a functionalist perspective, examining form-to-function and function-to-form mappings. It provides insights into related developments in production, placement and processing of object pronouns. Detailed analysis reveals that the most powerful predictor of performance across levels and within levels for each of these is the level of the learner.Formal instruction and the study abroad experience is examined, both the specific instruction on object pronouns and overall exposure to instruction.

Arvustused

There are several features of this text that highlight the significance of its contributions ... Unlike many books that simply summarize the findings of previous studies, the authors critically review the previous research, recognize the gaps, and address them through detailed studies of the acquisition of object pronouns ... In conclusion, this book achieves what it states in the title - a comprehensive description of instructed SLA as it relates to object pronouns. * Modern Language Journal *

Muu info

Identifies the developmental stages that characterize the acquisition of direct pronouns in Spanish and the effect of formal instruction on language development.
Foreword ix
Alessandro Benati
Preface xi
Acknowledgments xiii
Part 1 Introduction
1(26)
1 Introduction
3(24)
1.1 The linguistic environment
3(4)
1.2 Our investigations of production and processing
7(1)
1.3 A multifaceted analysis of L2 production
8(1)
1.4 The relationship between interlanguage and targetlike use
9(1)
1.5 An analysis of input processing
10(1)
1.6 A study of production, placement, and processing
11(1)
1.7 Participants
12(3)
1.8 Textbook materials on object pronouns
15(2)
1.9 The Spanish direct object: What learners encounter in the input
17(10)
Part 2 Previous Research Related to Learning Context and Object Pronouns
27(82)
2 The Effect of Instruction and Study Abroad on Second Language Acquisition
29(26)
2.1 The absolute and relative effects of second language instruction
30(2)
2.2 The effect of instruction on second language acquisition
32(16)
2.3 The effect of study abroad on second language development
48(5)
2.4 Conclusion
53(2)
3 Output and Language Production: L2 Production of the Spanish Direct Object
55(24)
3.1 Introduction
55(1)
3.2 The concept-oriented approach
56(3)
3.3 The L2 production of the Spanish direct object
59(12)
3.4 Pragmatic, semantic, and morphological predictors of L2 object expression
71(5)
3.5 Conclusion
76(3)
4 Input and Input Processing: Principles, Processes, and Strategies
79(30)
4.1 Introduction
79(1)
4.2 The role of input in SLA
80(3)
4.3 Principles that capture learners interacting with input
83(3)
4.4 The Competition Model
86(4)
4.5 Feature Hierarchy: person > number > gender
90(4)
4.6 Word order in L2 processing
94(13)
4.7 Conclusion
107(2)
Part 3 L2 Development of Spanish Object Pronouns: Form, Placement, Omission, and Processing
109(96)
5 A Concept-Oriented Analysis of Form-Function and Function-Form Mappings for the L2 Production of Spanish Direct Object Pronouns
111(28)
5.1 Introduction
111(1)
5.2 The present study
112(1)
5.3 Methods and procedures
112(4)
5.4 Results
116(14)
5.5 Discussion
130(7)
5.6 Conclusion
137(2)
6 Morphological, Semantic, and Syntactic Predictors of the L2 Production, Placement, and Omission of Spanish Object Pronouns
139(22)
6.1 Introduction
139(1)
6.2 The present study
140(1)
6.3 Methods and procedures
141(1)
6.4 Results
142(15)
6.5 Discussion
157(2)
6.6 Conclusion
159(2)
7 Linguistic Context and Linguistic Features in the L2 Processing of Clitic Pronouns in Spanish
161(20)
7.1 Introduction
161(1)
7.2 The present study
162(2)
7.3 Methods and procedures
164(4)
7.4 Results
168(5)
7.5 Discussion
173(6)
7.6 Conclusion
179(2)
8 Related Developments in Processing, Production, and Placement of Object Clitic Pronouns
181(24)
8.1 Introduction
181(2)
8.2 The present study
183(1)
8.3 Methods and procedures
183(3)
8.4 Results
186(12)
8.5 Discussion
198(6)
8.6 Conclusion
204(1)
Part 4 Conclusion
205(16)
9 The Developmental Dimension in the L2 Acquisition of Object Pronouns in Spanish by Instructed L2 Learners
207(14)
9.1 Introduction
207(1)
9.2 Summary of the research carried out
207(1)
9.3 Interlanguage systematicity and variability
208(3)
9.4 Ultimate attainment
211(3)
9.5 Summary of the key events in the L2 acquisition of object pronouns in Spanish
214(4)
9.6 Stages of development in the L2 acquisition of object pronouns in Spanish
218(3)
Appendices 221(22)
Notes 243(4)
References 247(12)
Index 259
Paul A. Malovrh is Assistant Professor at the University of Carolina, USA.

James F. Lee is Head of the Department of Spanish and Latin American Studies at the University of New South Wales, Australia.
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