Lorenzo García‐Amaya
Dados Biográficos
| ID | 5434741 |
|---|---|
| NOME | Lorenzo García‐Amaya |
| PRENOMES | Lorenzo |
| SOBRENOME | García‐Amaya |
| ASSINATURA | AMAYA L G |
| AFILIAÇÕES | University of Michigan |
| ORCID | 0000-0002-8412-3061 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAÇÕES | 12 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2017 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Bardovi‐Harlig, Kathleen
Kathleen Bardovi‐Harlig (1955– ) is currently professor and chair of the Department of Second Language Studies at Indiana University (USA).
Cross-language interactions of phonetic and phonological processes
This paper explores how long-term bilingualism affects the production of intervocalic plosive consonants (/p t k b d ɡ/) in the speech of Afrikaans–Spanish bilinguals from Patagonia, Argentina. We performed sociolinguistic interviews with three speaker groups: L1-Afrikaans/L2-Spanish bilinguals (14 speakers, interviewed separately in Spanish and Afrikaans), L1-Spanish comparison speakers from Patagonia (10 speakers), and L1-Afrikaans comparison s…
Investigating the relation between L2 pauses, syntactic complexity, and pause location
Inverse relations, or ‘trade-off effects’, are a common outcome of interlanguage development: a learner may increase performance in one linguistic domain while simultaneously decreasing performance in another. In this study, we investigate the relationships between one aspect of fluency (pause usage) and two aspects of syntactic complexity (utterance length and subordination) in relation to the location of pauses (between-clause or within-clause)…
An investigation into utterance-fluency patterns of advanced LL bilinguals
Adult late-L L learners are the main source of participants for research on utterance fluency. Although there are ample opportunities to study these learners, bilinguals who come from a more diverse background are under-researched. This paper investigates the effects of long-term bilingualism on the second-language fluency patterns of a community of L L -Afrikaans/L L -Spanish bilinguals residing in Patagonia, Argentina. These third-generation bi…
Investigating Textual Enhancement and Captions in L2 Grammar and Vocabulary
To probe the limits of attention raising through form-focused instruction, second-language research must adapt to the needs of a technologically driven learning environment. In this study, we used a randomized control design to investigate the effect of captioned media on the learning of vocabulary and grammar in L2 Spanish ( n = 369 learners). Through four data-collection sessions, participants were presented with a grammar-lesson video and a mu…
The Effects of Textually Enhanced Captions on Written Elicited Imitation in L2 Grammar
As second language (L2) research adapts to the dynamics of multimodal instruction, researchers are exploring the role of captioning and textual enhancement (TE) on learner development. The present experiment assesses the differential effects of textually enhanced captions on learners’ elicited imitation of L2 Spanish grammar. Twenty‐eight English‐speaking intermediate L2 Spanish learners saw 3 videos that focused on gustar ‐type verbs, the preter…
Exploring the connection between language use and oral performance during study abroad
Many second language (L2) learners participate in study abroad (SA) experiences believing their choice will be synonymous with increased interaction in the L2, from which enhanced linguistic gains will ensue. Nonetheless, one open question is whether SA participants actually engage in sustained L2 interaction while they are abroad. This paper reports the results of a longitudinal study in which 31 SA participants (L1 = English; L2 = Spanish) comp…
Filled Pauses Are Susceptible to Cross-Language Phonetic Influence
This article investigates the effects of long-term bilingualism on the production of filled pauses (FPs; e.g., uh , um , eh , em ) in the speech of Afrikaans-Spanish bilinguals from Patagonia, Argentina. The instrumental analysis draws from a corpus of sociolinguistic interviews obtained from three speaker groups: L1-Afrikaans/L2-Spanish bilinguals; L1-Spanish-comparison speakers, also from Patagonia; and L1-Afrikaans-comparison speakers from Sou…
Afrikaans in Patagonia
Chubut Province, in Patagonia, Argentina, is home to a group of Afrikaans-speaking Boers, descendants of those who-starting in 1902-came to Argentina from the region of present-day South Africa. Although little Afrikaans is spoken among fourth- and fifth-generation community members, many in the third generation (60 years and older) still maintain the language. According to Joshua Fishman's model of generational language shift, the Boers' Afrikaa…
Detailing L1 and L2 use in study-abroad research
Detailing L1 and L2 use in study-abroad research
Afrikaans in Patagonia
Chubut Province, in Patagonia, Argentina, is home to a group of Afrikaans-speaking Boers, descendants of those who-starting in 1902-came to Argentina from the region of present-day South Africa. Although little Afrikaans is spoken among fourth- and fifth-generation community members, many in the third generation (60 years and older) still maintain the language. According to Joshua Fishman's model of generational language shift, the Boers' Afrikaa…
Exploring the connection between language use and oral performance during study abroad
Many second language (L2) learners participate in study abroad (SA) experiences believing their choice will be synonymous with increased interaction in the L2, from which enhanced linguistic gains will ensue. Nonetheless, one open question is whether SA participants actually engage in sustained L2 interaction while they are abroad. This paper reports the results of a longitudinal study in which 31 SA participants (L1 = English; L2 = Spanish) comp…
Detailing L1 and L2 use in study-abroad research
Filled Pauses Are Susceptible to Cross-Language Phonetic Influence
This article investigates the effects of long-term bilingualism on the production of filled pauses (FPs; e.g., uh , um , eh , em ) in the speech of Afrikaans-Spanish bilinguals from Patagonia, Argentina. The instrumental analysis draws from a corpus of sociolinguistic interviews obtained from three speaker groups: L1-Afrikaans/L2-Spanish bilinguals; L1-Spanish-comparison speakers, also from Patagonia; and L1-Afrikaans-comparison speakers from Sou…
Afrikaans in Patagonia
Chubut Province, in Patagonia, Argentina, is home to a group of Afrikaans-speaking Boers, descendants of those who-starting in 1902-came to Argentina from the region of present-day South Africa. Although little Afrikaans is spoken among fourth- and fifth-generation community members, many in the third generation (60 years and older) still maintain the language. According to Joshua Fishman's model of generational language shift, the Boers' Afrikaa…
Investigating Textual Enhancement and Captions in L2 Grammar and Vocabulary
To probe the limits of attention raising through form-focused instruction, second-language research must adapt to the needs of a technologically driven learning environment. In this study, we used a randomized control design to investigate the effect of captioned media on the learning of vocabulary and grammar in L2 Spanish ( n = 369 learners). Through four data-collection sessions, participants were presented with a grammar-lesson video and a mu…
The Effects of Textually Enhanced Captions on Written Elicited Imitation in L2 Grammar
As second language (L2) research adapts to the dynamics of multimodal instruction, researchers are exploring the role of captioning and textual enhancement (TE) on learner development. The present experiment assesses the differential effects of textually enhanced captions on learners’ elicited imitation of L2 Spanish grammar. Twenty‐eight English‐speaking intermediate L2 Spanish learners saw 3 videos that focused on gustar ‐type verbs, the preter…
Exploring the connection between language use and oral performance during study abroad
Many second language (L2) learners participate in study abroad (SA) experiences believing their choice will be synonymous with increased interaction in the L2, from which enhanced linguistic gains will ensue. Nonetheless, one open question is whether SA participants actually engage in sustained L2 interaction while they are abroad. This paper reports the results of a longitudinal study in which 31 SA participants (L1 = English; L2 = Spanish) comp…
An investigation into utterance-fluency patterns of advanced LL bilinguals
Adult late-L L learners are the main source of participants for research on utterance fluency. Although there are ample opportunities to study these learners, bilinguals who come from a more diverse background are under-researched. This paper investigates the effects of long-term bilingualism on the second-language fluency patterns of a community of L L -Afrikaans/L L -Spanish bilinguals residing in Patagonia, Argentina. These third-generation bi…
Investigating the relation between L2 pauses, syntactic complexity, and pause location
Inverse relations, or ‘trade-off effects’, are a common outcome of interlanguage development: a learner may increase performance in one linguistic domain while simultaneously decreasing performance in another. In this study, we investigate the relationships between one aspect of fluency (pause usage) and two aspects of syntactic complexity (utterance length and subordination) in relation to the location of pauses (between-clause or within-clause)…
Cross-language interactions of phonetic and phonological processes
This paper explores how long-term bilingualism affects the production of intervocalic plosive consonants (/p t k b d ɡ/) in the speech of Afrikaans–Spanish bilinguals from Patagonia, Argentina. We performed sociolinguistic interviews with three speaker groups: L1-Afrikaans/L2-Spanish bilinguals (14 speakers, interviewed separately in Spanish and Afrikaans), L1-Spanish comparison speakers from Patagonia (10 speakers), and L1-Afrikaans comparison s…
Bardovi‐Harlig, Kathleen
Kathleen Bardovi‐Harlig (1955– ) is currently professor and chair of the Department of Second Language Studies at Indiana University (USA).
Linguistics (9 obras) · Computer Science (8 obras) · Psychology (7 obras) · EFL/ESL Teaching and Learning (5 obras) · Linguistic Variation and Morphology (5 obras) · Second language (5 obras) · Grammar (3 obras) · Neuroscience of multilingualism (3 obras) · Phonetics and Phonology Research (3 obras) · Art (2 obras)