The relationship between L2 instruction, exposure, and the L2 acquisition of a syntax-discourse property in L2 Spanish
The relationship between L2 instruction, exposure, and the L2 acquisition of a syntax-discourse property in L2 Spanish
This article uses the Clitic Left Dislocation (CLLD) construction in L2 Spanish to investigate whether generative SLA has valuable insights to contribute to language teaching. Although CLLD is a structure that is commonly used by native speakers, as reported anecdotally and in at least one corpus, we found that native-Spanish and native-English teachers of Spanish have little metalinguistic knowledge of it. Crucially, we also found that CLLD does not appear consistently in Spanish textbooks. Additionally, it appears to be infrequent in the classroom input that learners receive, as we found in three lectures we recorded and tallied for CLLD usage rates. At the same time, results of Leal, Slabakova, and Farmer (2016) show that the construction is learnable. Study abroad, that is, exposure to naturalistic input, appears to be a significant factor. Based on these collective findings, we suggest that learners at intermediate proficiency levels should be exposed to CLLD and that generative SLA is valuable to teachers in identifying such gaps in instruction.
clitic left dislocation (CLLD), L2 Spanish , naturalistic input, study abroad, generative SLA
237–258
Leal, Tania
245e6e89-d799-471e-9dc9-2602c86a9c7b
Slabakova, Roumyana
1bda11ce-ce3d-4146-8ae3-4a486b6f5bde
March 2019
Leal, Tania
245e6e89-d799-471e-9dc9-2602c86a9c7b
Slabakova, Roumyana
1bda11ce-ce3d-4146-8ae3-4a486b6f5bde
Leal, Tania and Slabakova, Roumyana
(2019)
The relationship between L2 instruction, exposure, and the L2 acquisition of a syntax-discourse property in L2 Spanish.
Language Teaching Research, 23 (2), .
(doi:10.1177/1362168817745714).
Abstract
This article uses the Clitic Left Dislocation (CLLD) construction in L2 Spanish to investigate whether generative SLA has valuable insights to contribute to language teaching. Although CLLD is a structure that is commonly used by native speakers, as reported anecdotally and in at least one corpus, we found that native-Spanish and native-English teachers of Spanish have little metalinguistic knowledge of it. Crucially, we also found that CLLD does not appear consistently in Spanish textbooks. Additionally, it appears to be infrequent in the classroom input that learners receive, as we found in three lectures we recorded and tallied for CLLD usage rates. At the same time, results of Leal, Slabakova, and Farmer (2016) show that the construction is learnable. Study abroad, that is, exposure to naturalistic input, appears to be a significant factor. Based on these collective findings, we suggest that learners at intermediate proficiency levels should be exposed to CLLD and that generative SLA is valuable to teachers in identifying such gaps in instruction.
Text
The Relationship Between Exposure-cut Final
- Accepted Manuscript
More information
Accepted/In Press date: 3 November 2017
e-pub ahead of print date: 17 December 2017
Published date: March 2019
Keywords:
clitic left dislocation (CLLD), L2 Spanish , naturalistic input, study abroad, generative SLA
Identifiers
Local EPrints ID: 415469
URI: http://eprints.soton.ac.uk/id/eprint/415469
ISSN: 1362-1688
PURE UUID: 5a3aa4cf-757a-4d09-a82a-8ab32ad010d4
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Date deposited: 10 Nov 2017 17:30
Last modified: 16 Mar 2024 05:53
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Author:
Tania Leal
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