The Development of Complex Syntax and Mood-Selection Abilities by Intermediate-Level Learners of Spanish
Bibliographic Data
| ID | 3504444 |
|---|---|
| Authors | Joseph Collentine (0000-0002-1815-3449, corresponding author) |
| Year | 1995 |
| Volume | 78 |
| Issue | 1 |
| Pages | 122 |
| Publication date | 1995-03-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Hispania (JOURNAL) |
| Journal identifiers | ISSN: 0018-2133 • E-ISSN: 2153-6414 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/345232 |
| OpenAlex | W2163772923 |
| Language | EN |
| Citations received | 22 |
| References cited | 3 |
Foreign language learners of Spanish seemingly cannot master mood selection-the indicative/ subjunctive distinction-by the end of the intermediate level of instruction (within four semesters). Yet their courses ordinarily reserve a considerable amount of time for the study of mood selection. An analysis of two oral-production tasks suggests that, by the end of the intermediate level, learners are not likely to reach a stage at which they have the essential linguisticfouwndation to fully benefit from instruction in mood-selection. These learners still struggle to generate complex syntax, such as subordinate clauses. The strain of process- ing complex syntax probably leaves learners with an insufficient amount of energy to process morphology, thus resulting in poor mood-selection accuracy. Results of the investigation imply that, in addition to assisting learners with the morphological aspects of mood selection, instructors should seek ways to assist learners with the syntactic aspects, namely, with the production of complex syntax
Cognitive psychology · Linguistics · Mood · Selection (genetic algorithm) · Syntax · Artificial Intelligence · Computer Science · EFL/ESL Teaching and Learning · Language Development and Disorders · Philosophy · Psychology · Reading and Literacy Development · Social Psychology
Assessing Differences and Similarities between Instructed Heritage Language Learners and L2 Learners in Their Knowledge of Spanish Tense-Aspect and Mood (TAM) Morphology
A Discourse-Pragmatic Approach to Teaching Indicative/Subjunctive Mood Selection in the Intermediate Spanish Language Class
Theoretical Linguistics Meets Pedagogical Practice
The Effectiveness of Collaborative Tasks on the Acquisition of the Spanish Subjunctive and Development of Mood Selection Abilities
On the Acquisition of the Subjunctive and Authentic Processing Instruction
The Effects of Processing Instruction with and without Output
A Multidimensional Analysis of a Written L2 Spanish Corpus
Morphological complexity and rated writing proficiency
Explicitness of deductive instruction and L2 development
Morphological variability at the morphosyntactic/semantic interface
A role for verb regularity in the L2 processing of the Spanish subjunctive mood
Explicit information and working memory in second-language acquisition of the Spanish subjunctive
Heritage speakers’ processing of the Spanish subjunctive
Subjunctive use variation among monolingual native speakers of Spanish
From number agreement to the subjunctive
Acquiring variable commands at home and abroad
Learning Complex Grammar in the Virtual Classroom
Development of the Spanish Subjunctive by Advanced Learners
Acquiring a Variable Structure
A Comparison of the Effects of Mindful Conceptual Engagement for the Teaching of the Subjunctive to Heritage- and Second-Language Learners of Spanish
What Can L2ers Tell Us about Codeswitching? Mood Selection in Spanish
Epistemic commitment and mood alternation
| Unique citing works | 22 |
|---|---|
| Citations per year | 0,92 |
| Citation span | 2002 - 2024 (23) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 16 |