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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
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
1362-1688
237–258
Leal, Tania
245e6e89-d799-471e-9dc9-2602c86a9c7b
Slabakova, Roumyana
1bda11ce-ce3d-4146-8ae3-4a486b6f5bde
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), 237–258. (doi:10.1177/1362168817745714).

Record type: Article

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.

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The Relationship Between Exposure-cut Final - Accepted Manuscript
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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: https://eprints.soton.ac.uk/id/eprint/415469
ISSN: 1362-1688
PURE UUID: 5a3aa4cf-757a-4d09-a82a-8ab32ad010d4
ORCID for Roumyana Slabakova: ORCID iD orcid.org/0000-0002-5839-460X

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Date deposited: 10 Nov 2017 17:30
Last modified: 15 Aug 2019 04:32

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Author: Tania Leal

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