This paper investigates how well adult Spanish-Dutch bilinguals have acquired grammatical gender agreement in Dutch and whether individual speakers apply specific strategies to resolve difficulties...Show moreThis paper investigates how well adult Spanish-Dutch bilinguals have acquired grammatical gender agreement in Dutch and whether individual speakers apply specific strategies to resolve difficulties associated with gender in Dutch. Both Spanish and Dutch have two-fold gender systems: Spanish differentiates between a feminine and a masculine gender; and Dutch distinguishes between a common and a neuter gender. In Spanish each gender is marked on the determiner and the adjective with a distinct morphological marker (e.g. the indefinite articles un – amasc and una - afem). In Dutch the indefinite article converges into one form for both genders (i.e. een) and the rules of adjectival agreement are less straightforward than the rules in Spanish. To examine how adult bilinguals handle the opaque Dutch gender system, data from four late Spanish-Dutch bilinguals (L1 Spanish, L2 Dutch), seven early Spanish-Dutch bilinguals and six monolingual Dutch speakers were collected by means of elicited production and analyzed for grammatical gender agreement on definite determiners and adjectival inflection. It was found that the four highly proficient late speakers of Dutch show non-target-like performance in their data involving agreement on both definite determiners and adjectives, regularly overgeneralize to the common gender, and tend to produce fewer indefinite than definite phrases in comparison to the monolinguals and early bilinguals. The findings in this study are discussed in light of previous research regarding the different mechanisms of child and adult (second) language acquisition of grammatical gender in Dutch (Blom et al., 2006, 2008; Prevost and White, 2000; White, 2003). The evidence from the current experiment suggests that: a. adults use two different routes for acquiring gender agreement in Dutch - a lexical route for agreement at the determiner, and a rule-based route for agreement at the adjective (Blom et al., 2006, 2008); b. adult speakers may have the knowledge of the rules of gender agreement in Dutch but are not successful in applying the rules consistently in their production (Prevost and White, 2000; White, 2003).Show less
This study investigates the acquisition of gender agreement between determiner- noun-adjective by Spanish L2 speakers whose L1 is Dutch, and tests the effect of language proficiency by comparing...Show moreThis study investigates the acquisition of gender agreement between determiner- noun-adjective by Spanish L2 speakers whose L1 is Dutch, and tests the effect of language proficiency by comparing beginner- intermediate- advanced Dutch speakers of Spanish. Earlier research on second language acquisition, like research on the Feature Reassembly Hypothesis (Hwang and Lardiere 2013; Lardiere 2009) that states that acquisition of uninterpretable features like grammatical gender pose difficulty, together with the differences between languages when it comes to their gender systems, have led to this study. Both Dutch and Spanish have grammatical gender with a binary system. This system is particularly transparent in Spanish gender, since nouns ending in –o tend to be masculine and nouns ending in –a feminine. Whereas in Dutch the gender system is less transparent, based on common gender (de) or neuter gender (het). Given this background, how is the acquisition of gender agreement between determiner- noun- adjective by Spanish L2 speakers whose L1 is Dutch? Comparing beginner, intermediate and advanced Dutch L2 learners of Spanish, which has been done in earlier investigations on English L2 learners of Spanish (Sagarra and Herschensohn 2011), gives us an insight on the effect of proficiency. I used the Leiden Learner Corpus (LLC), a collection of data from Dutch learners of Romance languages to extract determiner- noun-adjective combinations, produced by Dutch speaking participants who are studying Spanish as their L2 or L3 at Leiden University (n= 27; 10 beginners, 6 intermediate and 11 advanced). An overall better performance on gender agreement by higher proficiency levels was found. The performance on gender agreement between determiner- noun was better than the performance on gender agreement between determiner- noun- adjective. This research creates a new angle on the acquisition of gender agreement between the determiner- noun- adjective structure because it is the first study on a new language pair: Dutch- Spanish.Show less
El Saco de Amberes is an unedited play whose authority has been questioned by academics -the question remains of whether it was written by Calderón de la Barca, as the two copies that are left...Show moreEl Saco de Amberes is an unedited play whose authority has been questioned by academics -the question remains of whether it was written by Calderón de la Barca, as the two copies that are left affirm, or Rojas Zorrilla. This is an edition of the text that can be found in the eighteenth-century prints found in the Castilla-la-Mancha library and the Institut del Teatre, the two only copies left of this play. This edition includes a thorough introduction and a a version of the text translated to English.Show less
In the study of the left periphery, the syntax of exclamatives is often overlooked. Although research on exclamatives exists (You 2014; Villa-García 2015), comparative research, such as that of Ono...Show moreIn the study of the left periphery, the syntax of exclamatives is often overlooked. Although research on exclamatives exists (You 2014; Villa-García 2015), comparative research, such as that of Ono & Lasnik (2006), is still even more sparse. In this paper, the left periphery of English and Spanish exclamatives will be explored. By comparing and contrasting data from the two languages, this thesis seeks to further expand upon our knowledge of the left periphery of exclamatives. Using the split CP hypothesis, first proposed by Rizzi (1997), as a framework, this paper specifically focuses on how complementizers are distributed within the left periphery of the exclamative. It explores the identification of exclamatives using the clause type’s syntactic and semantic properties as defined in Zanuttini & Portner (2003). In addition, this paper establishes that A-bar movement occurs in both English and Spanish exclamatives, while head movement occurs only in the latter. I construct data consisting of wh-exclamatives with various word orders and use native speaker input to determine whether these examples are grammatical. Based on these results I analyse the distribution of the constituents that undergo movement. The paper concludes that the syntactic structure of Spanish exclamatives can allow for topicalization and focalization, whereas that of English exclamatives cannot, and it proposes that the complementizers of English exclamatives are positioned higher than those of Spanish exclamatives without the emphatic particle que.Show less
Despite the fact that English became the second official language of Puerto Rico in 1902 (Muñiz Argüelles, 1989), the English language is still not widely spoken in Puerto Rico. In fact, according...Show moreDespite the fact that English became the second official language of Puerto Rico in 1902 (Muñiz Argüelles, 1989), the English language is still not widely spoken in Puerto Rico. In fact, according to the most recent data, 78.1% of the population claims to speak English less than very well (U.S. Census, 2016). Prior research has demonstrated that there is a connection between education, wealth and English in Puerto Rico. English has the reputation of being the language of the Puerto Rican elite (i.a. Pérez Casas, 2016; Torruellas, 1990). This is due to the high costs of private primary and secondary education and not easily accessible English language resources such as a network of English speaking friends, high speed internet and cable television (i.a. Pousada, 2000; Urciuoli, 2013). This current study builds on Bischoff (2017), who argues that the English language requirements at public universities are a barrier to economically disadvantaged students. As a result, one’s economical and educational background can serve as either a privilege or a misfortune in one’s professional aspirations as well (i.a. Barreto, 2000; Schweers and Hudders, 2000). The aim of this study was to gain insight into public university students’ perceptions of the connection between education, wealth and English in Puerto Rico. Data to address this was collected through the distribution of an online questionnaire and carrying out in-depth interviews with students from the University of Puerto Rico Mayagüez (UPRM) and the University of Puerto Rico Río Piedras (UPRRP). In total, 119 questionnaire responses followed by in-depth interviews with 12 UPRM students were used for analysis. The results showed that, contrary to prior research (i.a. Bischoff, 2017; Pérez Casas, 2016; Pousada, 2000), public university students deny or do not recognize a connection between wealth, education and English in Puerto Rico. Instead, they view English language acquisition as a matter of putting in effort in learning and practicing instead of wealth. Furthermore, English language skills are perceived as necessary tools for professional successes and feeling like a global citizen. Puerto Ricans who lack English skills are perceived as unmotivated, missing out on life and not wanting to feel connected to the US Mainland. Nonetheless, it appeared that the majority of public university students have attended private primary and/or secondary schools, have access to English resources and grow up in a social environment filled with English speakers. In other words, public universities serve increasingly wealthy Puerto Ricans who seem unaware of their privileges, whereas economically disadvantaged Puerto Ricans are blamed for their lack of English skills and presumably experience a misfortune while aiming to reach their academic and professional goals. Studying the perceptions of private university students in Puerto Rico in further research would create the opportunity to compare the perceptions of the current studied Puerto Rican elite students versus those of the presumably economically disadvantaged private university students.Show less
This thesis focuses on the factors influencing the language of determiners in nominal constructions in two sets of bilingual data, Spanish-English from Miami and Spanish- Nicaraguan Creole English...Show moreThis thesis focuses on the factors influencing the language of determiners in nominal constructions in two sets of bilingual data, Spanish-English from Miami and Spanish- Nicaraguan Creole English from Nicaragua. Previous studies (Liceras, Fernández Fuertes, Perales, Pérez-Tattam, and Spradlin, 2008; Quintanilla, 2014) have argued that Spanish determiners are preferred in mixed nominal constructions because of their grammaticized nature, since they mark gender. However, those studies did not take the matrix language into account, even though Herring, Deuchar, Parafita Couto, and Quintanilla (2010) found that the language of the determiner generally matched the matrix language. For that reason, the hypothesis of this study is that the matrix language is the main influence on the language of the determiner in both mixed and unmixed nominal constructions. This would mean that bilinguals will have to option to switch language in selecting the noun, meaning that the noun complement could be influenced by extra-linguistic factors. The results are consistent with this hypothesis: once the matrix language is controlled for, the Miami data shows a greater tendency for Spanish determiners to appear in mixed DPs than English determiners. However, the reverse tendency is found in the Nicaragua data, in which we found only mixed DPs with an English creole determiner. The results suggest that bilingual communities can follow different patterns, and that social factors play a role as well. This study concludes that while the language of the determiner is influenced by clause-internal structure, the language of its noun complement and the matrix language itself depend on extralinguistic considerations.Show less
A comparative study comparing regional and minority language policies in Spain, Italy and the European Union. Particular focus on language policies in Italian and Spanish regions, regarding French,...Show moreA comparative study comparing regional and minority language policies in Spain, Italy and the European Union. Particular focus on language policies in Italian and Spanish regions, regarding French, German, Galician, Catalan and Basque. Topics include historical Spanish and Italian language policies, European language policies and frameworks.Show less
This paper investigates and analyzes the acquisition of grammatical aspect in Spanish. This is done by examining the existing theories on the role of inherent aspect and this acquisition in L2...Show moreThis paper investigates and analyzes the acquisition of grammatical aspect in Spanish. This is done by examining the existing theories on the role of inherent aspect and this acquisition in L2 context.Show less
