Michael Kevin Olsen
Datos Biográficos
| ID | 5434656 |
|---|---|
| NOMBRE | Michael Kevin Olsen |
| NOMBRES | Michael Kevin |
| APELLIDO | Olsen |
| FIRMA | OLSEN M K |
| AFILIACIONES | Tennessee Technological University |
| VERIFICADO | No |
| TOTAL DE OBRAS | 3 |
| TOTAL DE CITAS | 3 |
| TOTAL COMO AUTOR | 3 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2012 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2023 |
| ÍNDICE H | 1 |
The influence of computer‐assisted obligatory processing tasks on L2 Spanish object pronouns
Evidence that L2 learners of Spanish overgeneralize indirect object pronouns (OPs) to direct object contexts with human referents and direct OPs to indirect object contexts with nonhuman referents has been provided by Zyzik (2006), Malovrh (2008), and Olsen and Juffs (2022). However, the effect of instruction on this phenomenon has not been investigated. This study addresses the influence of instruction on preempting (Rutherford, 1989) an Animacy…
The effect of animacy on object pronoun distinctions in L2 Spanish
When acquiring Spanish object pronouns (OP), English-speaking second language (L 2 ) learners must learn the variety of forms available, word order, and case distinctions. The acquisition of case distinctions in particular is an aspect that has not been thoroughly investigated. Zyzik (2006) showed, through production tasks, that English-speaking L 2 Spanish learners overgeneralize the dative form to accusative contexts when the referent is animat…
The L2 Acquisition of Spanish Rhotics by L1 English Speakers
This article offers a fine-grained investigation of how first-language (L1) phonetics involving English rhotics affect Spanish rhotic production by second-language (L2) learners. Specifically, this study investigates how different L1 English rhotic articulatory routines (retroflex-like and bunched-like) and the phonetic context that produces allophonic taps in English affect the accuracy of Spanish rhotic pronunciation by L2 learners. Tap and tri…
The L2 Acquisition of Spanish Rhotics by L1 English Speakers
This article offers a fine-grained investigation of how first-language (L1) phonetics involving English rhotics affect Spanish rhotic production by second-language (L2) learners. Specifically, this study investigates how different L1 English rhotic articulatory routines (retroflex-like and bunched-like) and the phonetic context that produces allophonic taps in English affect the accuracy of Spanish rhotic pronunciation by L2 learners. Tap and tri…
The L2 Acquisition of Spanish Rhotics by L1 English Speakers
This article offers a fine-grained investigation of how first-language (L1) phonetics involving English rhotics affect Spanish rhotic production by second-language (L2) learners. Specifically, this study investigates how different L1 English rhotic articulatory routines (retroflex-like and bunched-like) and the phonetic context that produces allophonic taps in English affect the accuracy of Spanish rhotic pronunciation by L2 learners. Tap and tri…
The effect of animacy on object pronoun distinctions in L2 Spanish
When acquiring Spanish object pronouns (OP), English-speaking second language (L 2 ) learners must learn the variety of forms available, word order, and case distinctions. The acquisition of case distinctions in particular is an aspect that has not been thoroughly investigated. Zyzik (2006) showed, through production tasks, that English-speaking L 2 Spanish learners overgeneralize the dative form to accusative contexts when the referent is animat…
The influence of computer‐assisted obligatory processing tasks on L2 Spanish object pronouns
Evidence that L2 learners of Spanish overgeneralize indirect object pronouns (OPs) to direct object contexts with human referents and direct OPs to indirect object contexts with nonhuman referents has been provided by Zyzik (2006), Malovrh (2008), and Olsen and Juffs (2022). However, the effect of instruction on this phenomenon has not been investigated. This study addresses the influence of instruction on preempting (Rutherford, 1989) an Animacy…
Linguistics (3 obras) · Psychology (3 obras) · Animacy (2 obras) · Cognitive psychology (2 obras) · Comprehension (2 obras) · Second Language Acquisition and Learning (2 obras) · Affect (linguistics) (1 obras) · Articulation (sociology) (1 obras) · Communication (1 obras) · Computer Science (1 obras)