Jorge González Alonso
Biographic Data
| ID | 2425459 |
|---|---|
| NAME | Jorge González Alonso |
| GIVEN NAMES | Jorge González |
| FAMILY NAME | Alonso |
| SIGNATURE | ALONSO J G |
| AFFILIATIONS | Centre for Arctic Gas Hydrate, Environment and Climate |
| ORCID | 0000-0001-5047-3226 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Cognitive Approaches to Modeling Transfer in Additive Multilingualism
Multilingualism involves a dynamic interaction between grammars that begins at the very first contact with a new language and remains crucially important throughout its acquisition. To understand how the influence of previously acquired languages shapes the course of third or further language acquisition, researchers working from a cognitive perspective have developed models to capture the systematicity of linguistic transfer in multilingualism. …
Are translation equivalents really equivalent? Evidence from concreteness effects in translation priming
Aims and Objectives: Translation equivalents intuitively seem to overlap in meaning. Moreover, the models of the bilingual lexicon often represent the meaning shared between two translations as a holistic node in the semantic network. However, research on semantic representation and processing questions this holistic approach. For instance, abstract words are assumed to be more language-dependent, while concrete words’ meanings are seen as more c…
Starting from the very beginning: Unraveling Third Language (L3) Development with Longitudinal Data from Artificial Language Learning and EEG
Schooling and language usage matter in heritage bilingual processing: Sortal classifiers in Mandarin
Mandarin sortal classifiers simultaneously encode semantic and grammatical form class cues. Building on a second language (L2) study of Grüter et al. we used the same visual world eye-tracking experiment, designed to examine the relative use of the two cues, testing Mandarin heritage speakers (HSs) living in an English-speaking environment. Given the importance of understanding individual differences, the present study also examined if/how indivi…
Bilectal Exposure Modulates Neural Signatures to Conflicting Grammatical Properties: Norway as a Natural Laboratory
The current study investigated gender (control) and number (target) agreement processing in Northern and non-Northern Norwegians living in Northern Norway. Participants varied in exposure to Northern Norwegian (NN) dialect(s), where number marking differs from most other Norwegian dialects. In a comprehension task involving reading NN dialect writing, P600 effects for number agreement were significantly affected by NN exposure. The more exposure …
The elusive impact of L2 immersion on translation priming
A growing consensus sees the bilingual lexicon as an integrated, nonselective system. However, the way bilingual experience shapes the architecture and functioning of the lexicon is not well understood. This study investigates bilingual lexical-semantic representation and processing employing written translation priming. We focus on the role of active exposure to and use of the second language (L2)—primarily operationalized as immersion. We teste…
Gender attraction in sentence comprehension
Agreement attraction, where ungrammatical sentences are perceived as grammatical (e.g., *The key to the cabinets were rusty), has been influential in motivating models of memory access during language comprehension. It is contested, however, whether such effects arise due to a faulty representation of relevant morphosyntactic features, or as a result of memory retrieval. Existing studies of agreement attraction in comprehension have largely been …
You know more than you say: Methodological choices in L3 transfer research
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A systematic review of transfer studies in third language acquisition
The present systematic review examines what factors determine when, how and to what extent previous linguistic experience (from the first language, second language or both languages) affects the initial stages and beyond of adult third language (L3) acquisition. In doing so, we address what a bird’s eye view of the data tells us regarding competing theoretical accounts of L3 morphosyntactic transfer. Data couple together to suggest that some fact…
Avoiding the cum hoc ergo propter hoc fallacy: Comments and questions regarding Full Transfer Potential
In this commentary to Westergaard (2021), we focus on two main questions. The first, and most important, is what type of L3 data may be construed as supporting evidence–as opposed to a compatible outcome–for the Linguistic Proximity Model. In this regard, we highlight a number of areas in which it remains difficult to derive testable predictions from the model that go beyond compatibility with multiple outcomes that should, in principle, be mutua…
Third Language Acquisition and Linguistic Transfer
Is acquiring a third language the same as acquiring a second? Are all instances of non-native language acquisition simply one and the same? In this first book-length study of the topic, the authors systematically walk the reader through the evidence to answer these questions. They suggest that acquiring an additional language in bilinguals (of all types) is unique, and reveals things about the links between language and mind, brain, and cognition…
What is the role of L1 representations in a grammar-input model of L2 acquisition
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From theory to practice in multilingualism: What theoretical research implies for third language learning
This paper aims to show how insights from formal linguistic theory and empirical acquisition work can inform teaching practice in the multilingual classroom. Potential differences will arise depending on multilingual learners’ language history, particularly in the divide between true L2 and L3 learners. We show how one can use the predictions of the L3 initial stages models to predict potential areas of difficulty specifically for multilingual le…
Broad scope and narrow focus: On the contemporary linguistic and psycholinguistic study of third language acquisition
Aims: in this introduction we situate the seven articles in this special issue in terms of the connections between their themes and their individual contributions to the field of third language acquisition (L3A): new theoretical models, innovative methodologies, an epistemological commentary and new perspectives related to multilingual processing and cognitive function. Approach: we discuss important and often overlooked differences between bi- a…
Coming of age in L3 initial stages transfer models: Deriving developmental predictions and looking towards the future
Aims: Over the past decade in particular, formal linguistic work within L3 acquisition has concentrated on hypothesizing and empirically determining the source of transfer from previous languages—L1, L2 or both—in L3 grammatical representations. In view of the progressive concern with more advanced stages, we aim to show that focusing on L3 initial stages should be one continued priority of the field, even—or especially—if the field is ready to s…
Evidence from neurolinguistic methodologies: Can it actually inform linguistic/language acquisition theories and translate to evidence-based applications
This special issue is a testament to the recent burgeoning interest by theoretical linguists, language acquisitionists and teaching practitioners in the neuroscience of language. It offers a highly valuable, state-of-the-art overview of the neurophysiological methods that are currently being applied to questions in the field of second language (L2) acquisition, teaching and processing. Research in the area of neurolinguistics has developed dramat…
English compound and non-compound processing in bilingual and multilingual speakers: Effects of dominance and sequential multilingualism
This article reports on a study investigating the relative influence of the first language and dominant language (L1) on second language (L2) and third language (L3) morpho-lexical processing. A lexical decision task compared the responses to English NV-er compounds (e.g. taxi driver) and non-compounds provided by a group of native speakers and three groups of learners at various levels of English proficiency: L1 Spanish – L2 English sequential b…
El zapatismo y la nueva ley indígena en México
ara todo, trabajo para po cos
Assessing multilingual lexical incorporation hypotheses through a primed picture-naming task
The incorporation of new representations into the mental lexicon has raised numerous questions about the organisational principles that govern the process. A number of studies have argued that similarity between the new L3 items and existing representations in the L1 and L2 is the main incorporating force ( Hall & Ecke, 2003 ; Herwig, 2001 ). Experimental evidence obtained through a primed picture-naming task with L1 Polish-L2 English learners of…
Schooling and language usage matter in heritage bilingual processing: Sortal classifiers in Mandarin
Mandarin sortal classifiers simultaneously encode semantic and grammatical form class cues. Building on a second language (L2) study of Grüter et al. we used the same visual world eye-tracking experiment, designed to examine the relative use of the two cues, testing Mandarin heritage speakers (HSs) living in an English-speaking environment. Given the importance of understanding individual differences, the present study also examined if/how indivi…
Bilectal Exposure Modulates Neural Signatures to Conflicting Grammatical Properties: Norway as a Natural Laboratory
The current study investigated gender (control) and number (target) agreement processing in Northern and non-Northern Norwegians living in Northern Norway. Participants varied in exposure to Northern Norwegian (NN) dialect(s), where number marking differs from most other Norwegian dialects. In a comprehension task involving reading NN dialect writing, P600 effects for number agreement were significantly affected by NN exposure. The more exposure …
Evidence from neurolinguistic methodologies: Can it actually inform linguistic/language acquisition theories and translate to evidence-based applications
This special issue is a testament to the recent burgeoning interest by theoretical linguists, language acquisitionists and teaching practitioners in the neuroscience of language. It offers a highly valuable, state-of-the-art overview of the neurophysiological methods that are currently being applied to questions in the field of second language (L2) acquisition, teaching and processing. Research in the area of neurolinguistics has developed dramat…
Avoiding the cum hoc ergo propter hoc fallacy: Comments and questions regarding Full Transfer Potential
In this commentary to Westergaard (2021), we focus on two main questions. The first, and most important, is what type of L3 data may be construed as supporting evidence–as opposed to a compatible outcome–for the Linguistic Proximity Model. In this regard, we highlight a number of areas in which it remains difficult to derive testable predictions from the model that go beyond compatibility with multiple outcomes that should, in principle, be mutua…
Assessing multilingual lexical incorporation hypotheses through a primed picture-naming task
The incorporation of new representations into the mental lexicon has raised numerous questions about the organisational principles that govern the process. A number of studies have argued that similarity between the new L3 items and existing representations in the L1 and L2 is the main incorporating force ( Hall & Ecke, 2003 ; Herwig, 2001 ). Experimental evidence obtained through a primed picture-naming task with L1 Polish-L2 English learners of…
El zapatismo y la nueva ley indígena en México
ara todo, trabajo para po cos
Evidence from neurolinguistic methodologies: Can it actually inform linguistic/language acquisition theories and translate to evidence-based applications
This special issue is a testament to the recent burgeoning interest by theoretical linguists, language acquisitionists and teaching practitioners in the neuroscience of language. It offers a highly valuable, state-of-the-art overview of the neurophysiological methods that are currently being applied to questions in the field of second language (L2) acquisition, teaching and processing. Research in the area of neurolinguistics has developed dramat…
English compound and non-compound processing in bilingual and multilingual speakers: Effects of dominance and sequential multilingualism
This article reports on a study investigating the relative influence of the first language and dominant language (L1) on second language (L2) and third language (L3) morpho-lexical processing. A lexical decision task compared the responses to English NV-er compounds (e.g. taxi driver) and non-compounds provided by a group of native speakers and three groups of learners at various levels of English proficiency: L1 Spanish – L2 English sequential b…
From theory to practice in multilingualism: What theoretical research implies for third language learning
This paper aims to show how insights from formal linguistic theory and empirical acquisition work can inform teaching practice in the multilingual classroom. Potential differences will arise depending on multilingual learners’ language history, particularly in the divide between true L2 and L3 learners. We show how one can use the predictions of the L3 initial stages models to predict potential areas of difficulty specifically for multilingual le…
Broad scope and narrow focus: On the contemporary linguistic and psycholinguistic study of third language acquisition
Aims: in this introduction we situate the seven articles in this special issue in terms of the connections between their themes and their individual contributions to the field of third language acquisition (L3A): new theoretical models, innovative methodologies, an epistemological commentary and new perspectives related to multilingual processing and cognitive function. Approach: we discuss important and often overlooked differences between bi- a…
Coming of age in L3 initial stages transfer models: Deriving developmental predictions and looking towards the future
Aims: Over the past decade in particular, formal linguistic work within L3 acquisition has concentrated on hypothesizing and empirically determining the source of transfer from previous languages—L1, L2 or both—in L3 grammatical representations. In view of the progressive concern with more advanced stages, we aim to show that focusing on L3 initial stages should be one continued priority of the field, even—or especially—if the field is ready to s…
What is the role of L1 representations in a grammar-input model of L2 acquisition
Preview this article: What is the role of L1 representations in a grammar-input model of L2 acquisition?, Page 1 of 1 /docserver/preview/fulltext/lab.18060.dom-1.gif
Third Language Acquisition and Linguistic Transfer
Is acquiring a third language the same as acquiring a second? Are all instances of non-native language acquisition simply one and the same? In this first book-length study of the topic, the authors systematically walk the reader through the evidence to answer these questions. They suggest that acquiring an additional language in bilinguals (of all types) is unique, and reveals things about the links between language and mind, brain, and cognition…
A systematic review of transfer studies in third language acquisition
The present systematic review examines what factors determine when, how and to what extent previous linguistic experience (from the first language, second language or both languages) affects the initial stages and beyond of adult third language (L3) acquisition. In doing so, we address what a bird’s eye view of the data tells us regarding competing theoretical accounts of L3 morphosyntactic transfer. Data couple together to suggest that some fact…
Avoiding the cum hoc ergo propter hoc fallacy: Comments and questions regarding Full Transfer Potential
In this commentary to Westergaard (2021), we focus on two main questions. The first, and most important, is what type of L3 data may be construed as supporting evidence–as opposed to a compatible outcome–for the Linguistic Proximity Model. In this regard, we highlight a number of areas in which it remains difficult to derive testable predictions from the model that go beyond compatibility with multiple outcomes that should, in principle, be mutua…
Gender attraction in sentence comprehension
Agreement attraction, where ungrammatical sentences are perceived as grammatical (e.g., *The key to the cabinets were rusty), has been influential in motivating models of memory access during language comprehension. It is contested, however, whether such effects arise due to a faulty representation of relevant morphosyntactic features, or as a result of memory retrieval. Existing studies of agreement attraction in comprehension have largely been …
You know more than you say: Methodological choices in L3 transfer research
Preview this article: You know more than you say, Page 1 of 1 /docserver/preview/fulltext/lab.20089.gon-1.gif
The elusive impact of L2 immersion on translation priming
A growing consensus sees the bilingual lexicon as an integrated, nonselective system. However, the way bilingual experience shapes the architecture and functioning of the lexicon is not well understood. This study investigates bilingual lexical-semantic representation and processing employing written translation priming. We focus on the role of active exposure to and use of the second language (L2)—primarily operationalized as immersion. We teste…
Are translation equivalents really equivalent? Evidence from concreteness effects in translation priming
Aims and Objectives: Translation equivalents intuitively seem to overlap in meaning. Moreover, the models of the bilingual lexicon often represent the meaning shared between two translations as a holistic node in the semantic network. However, research on semantic representation and processing questions this holistic approach. For instance, abstract words are assumed to be more language-dependent, while concrete words’ meanings are seen as more c…
Starting from the very beginning: Unraveling Third Language (L3) Development with Longitudinal Data from Artificial Language Learning and EEG
Schooling and language usage matter in heritage bilingual processing: Sortal classifiers in Mandarin
Mandarin sortal classifiers simultaneously encode semantic and grammatical form class cues. Building on a second language (L2) study of Grüter et al. we used the same visual world eye-tracking experiment, designed to examine the relative use of the two cues, testing Mandarin heritage speakers (HSs) living in an English-speaking environment. Given the importance of understanding individual differences, the present study also examined if/how indivi…
Bilectal Exposure Modulates Neural Signatures to Conflicting Grammatical Properties: Norway as a Natural Laboratory
The current study investigated gender (control) and number (target) agreement processing in Northern and non-Northern Norwegians living in Northern Norway. Participants varied in exposure to Northern Norwegian (NN) dialect(s), where number marking differs from most other Norwegian dialects. In a comprehension task involving reading NN dialect writing, P600 effects for number agreement were significantly affected by NN exposure. The more exposure …
Cognitive Approaches to Modeling Transfer in Additive Multilingualism
Multilingualism involves a dynamic interaction between grammars that begins at the very first contact with a new language and remains crucially important throughout its acquisition. To understand how the influence of previously acquired languages shapes the course of third or further language acquisition, researchers working from a cognitive perspective have developed models to capture the systematicity of linguistic transfer in multilingualism. …
Computer Science (16 works) · Linguistics (15 works) · Psychology (15 works) · Neurobiology of Language and Bilingualism (12 works) · Second Language Acquisition and Learning (7 works) · Artificial Intelligence (6 works) · Cognition (6 works) · Cognitive psychology (6 works) · Cognitive science (6 works) · EFL/ESL Teaching and Learning (5 works)