Effects of Adjective Type on Position and Interpretation in Native Polish Classroom Learners of Spanish

Dados Bibliográficos

ID5900611
AutoresTiffany Judy (0000-0003-4892-4643, Wake Forest University, autor correspondente)
Ano2021
Volume6
Fascículo3
Páginas153
Data de publicação2021-09-14
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoLanguages (JOURNAL)
Identificadores do periódicoISSN: 2226-471X • E-ISSN: 2226-471X
EditoraMDPI AG (PUBLISHER • IT)
DOI10.3390/languages6030153
OpenAlexW3201193695
IdiomaEN
Citações recebidas2
Referências citadas34

This study examines the effect of adjective type on distribution and interpretation of Spanish adjectives in native Polish classroom learners of Spanish. A native Spanish group (n = 16), an advanced Spanish learner group (n = 24), and an intermediate Spanish learner group (n = 25) completed one task examining knowledge of the syntactic distribution of intensional and classifying adjectives and two tasks examining interpretive knowledge of the syntax-semantic distribution of qualifying adjectives in Spanish. While native-like convergence largely obtained for the interpretive tasks, statistically significant differences obtained between native and learner groups on the syntactic task, perhaps a by-product of overgeneralization of the postnominal position resulting from explicit instruction. The main import of this study is that examination of an understudied and typologically-distinct language pairing allows for syntactic and syntax-semantic microvariations to inform the L2 learners' outcomes on the tasks

Adjective · First language · Interpretation (philosophy · Linguistics · Natural language processing · Noun · Second language · Second-language acquisition · Syntax · Task (project management · Computer Science · EFL/ESL Teaching and Learning · Philosophy · Psychology · Second Language Acquisition and Learning · Spanish Linguistics and Language Studies