The Developmental Dimension in Instructed Second Language Learning: The L2 Acquisition of Object Pronouns in Spanish

277 Pages·2013·1.42 MB·English

by  Paul Malovrh

The Developmental Dimension in Instructed
Second Language Learning
Advances in Instructed Second Language Acquisition Research
Series Editor: Professor Alessandro Benati, University of Greenwich, UK
Editorial Board:
James F. Lee, University of New South Wales, Australia
Florence Myles, University of Newcastle, UK
Emma Marsden, University of York, UK
María del Pilar García Mayo, Universidad del País Vasco, Spain
Cristina Sanz, Georgetown University, USA
Teresa Cadierno, Syddansk Universitet, Denmark
The mission of this series is to publish new theoretical insights in Instructed
Second Language Acquisition research that advance our understanding of how
languages are learned and should be taught. Research in Instructed SLA has
addressed questions related to the degree to which any form of external manipu-
lation (e.g., grammar instruction, input manipulation, etc…) can affect language
development. The main purpose of research in instructed second language acqui-
sition is to establish how classroom language learning takes place, and how an
understanding of second language acquisition contributes to language teaching.
Despite the clear relationship between theory and research in SLA, and language
practice, there are still very few cross-references between these areas. This series
will publish research in instructed SLA that bridges this gap and provide academics
with a set of theoretical principles for language teaching and acquisition. The
calibre of research will inspire scholars and practitioners to learn more about
acquisition and to reflect on their language teaching practices more generally.
Other Titles in the Series:
The Grammar Dimension in Instructed Second Language
Learning, edited by María J. Arche and Cécile Laval
The Metalinguistic Dimension in Instructed Second Language Learning,
edited by Karen Roehr and Gabriela Adela Gánem-Gutiérrez
Task Sequencing and Instructed Second Language Learning, edited
by Melissa Baralt, Roger Gilabert and Peter Robinson
The Developmental Dimension
in Instructed Second
Language Learning
The L2 Acquisition of Object
Pronouns in Spanish
Paul A. Malovrh and James F. Lee
University of South Carolina, USA and
University of New South Wales, Australia
Advances in Instructed Second Language Acquisition Research
Bloomsbury Academic
An imprint of Bloomsbury Publishing Plc
50 Bedford Square 175 Fifth Avenue
London New York
WC1B 3DP NY 10010
UK USA
www.bloomsbury.com
First published 2013
© Paul A. Malovrh and James F. Lee, 2013
All rights reserved. No part of this publication may be reproduced or transmitted in any
form or by any means, electronic or mechanical, including photocopying, recording, or
any information storage or retrieval system, without prior permission in writing from the
publishers.
The Authors have asserted their right under the Copyright, Designs and Patents Act, 1988,
to be identified as Author of this work.
No responsibility for loss caused to any individual or organization acting on or refraining
from action as a result of the material in this publication can be accepted by Bloomsbury
Academic or the author.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library.
ISBN: 9781441178701
Library of Congress Cataloging-in-Publication Data
Malovrh, Paul A.
The Developmental Dimension in Instructed Second Language Learning : The L2
Acquisition of Object Pronouns in Spanish / Paul A. Malovrh and James F. Lee.
pages cm. -- (Advances in Instructed Second Language Acquisition Research)
Includes bibliographical references.
ISBN 978-1-4411-4629-8 (hardcover) -- ISBN (invalid) 978-1-4411-7870-1 (ebook (pdf)) --
ISBN (invalid) 978-1-4411-9372-8 (ebook (epub)) 1. Spanish language--Pronoun. 2. Spanish
language--Grammar. 3. Spanish language--Study and teaching. 4. Second language
acquisition--Study and teaching. I. Lee, James F. II. Title.
PC4261.M35 2013
468.0071--dc23
2012041629
Typeset by Fakenham Prepress Solutions, Fakenham, Norfolk NR21 8NN
Contents
Foreword, Alessandro Benati ix
Preface xi
Acknowledgments xiii
Part 1 Introduction 1
1 Introduction 3
1.1 The linguistic environment 3
1.2 Our investigations of production and processing 7
1.3 A multifaceted analysis of L2 production 8
1.4 The relationship between interlanguage and targetlike use 9
1.5 An analysis of input processing 10
1.6 A study of production, placement, and processing 11
1.7 Participants 12
1.8 Textbook materials on object pronouns 15
1.9 The Spanish direct object: What learners encounter in the input 17
Part 2 Previous Research Related to Learning Context and Object Pronouns 27
2 The Effect of Instruction and Study Abroad on Second Language Acquisition 29
2.1 The absolute and relative effects of second language instruction 30
2.2 The effect of instruction on second language acquisition 32
2.3 The effect of study abroad on second language development 48
2.4 Conclusion 53
3 Output and Language Production: L2 Production of the Spanish Direct Object 55
3.1 Introduction 55
3.2 The concept-oriented approach 56
3.3 The L2 production of the Spanish direct object 59
3.4 Pragmatic, semantic, and morphological predictors of L2 object expression 71
3.5 Conclusion 76
vi Contents
4 Input and Input Processing: Principles, Processes, and Strategies 79
4.1 Introduction 79
4.2 The role of input in SLA 80
4.3 Principles that capture learners interacting with input 83
4.4 The Competition Model 86
4.5 Feature Hierarchy: person > number > gender 90
4.6 Word order in L2 processing 94
4.7 Conclusion 107
Part 3 L2 Development of Spanish Object Pronouns: Form, Placement,
Omission, and Processing 109
5 A Concept-Oriented Analysis of Form-Function and Function-Form
Mappings for the L2 Production of Spanish Direct Object Pronouns 111
5.1 Introduction 111
5.2 The present study 112
5.3 Methods and procedures 112
5.4 Results 116
5.5 Discussion 130
5.6 Conclusion 137
6 Morphological, Semantic, and Syntactic Predictors of the L2 Production,
Placement, and Omission of Spanish Object Pronouns 139
6.1 Introduction 139
6.2 The present study 140
6.3 Methods and procedures 141
6.4 Results 142
6.5 Discussion 157
6.6 Conclusion 159
7 Linguistic Context and Linguistic Features in the L2 Processing of Clitic
Pronouns in Spanish 161
7.1 Introduction 161
7.2 The present study 162
7.3 Methods and procedures 164
7.4 Results 168
7.5 Discussion 173
7.6 Conclusion 179
Contents vii
8 Related Developments in Processing, Production, and Placement of
Object Clitic Pronouns 181
8.1 Introduction 181
8.2 The present study 183
8.3 Methods and procedures 183
8.4 Results 186
8.5 Discussion 198
8.6 Conclusion 204
Part 4 Conclusion 205
9 The Developmental Dimension in the L2 Acquisition of Object Pronouns
in Spanish by Instructed L2 Learners 207
9.1 Introduction 207
9.2 Summary of the research carried out 207
9.3 Interlanguage systematicity and variability 208
9.4 Ultimate attainment 211
9.5 Summary of the key events in the L2 acquisition of object pronouns
in Spanish 214
9.6 Stages of development in the L2 acquisition of object pronouns
in Spanish 218
Appendices 221
Notes 243
References 247
Index 259

Foreword
Over the last thirty years, second language acquisition research has indicated that
L2 learners seem to acquire single structures through predictable stages, no matter
whether they are learning the target language in a rich or a poor language environment.
Interlanguage developments have been examined from a functional and a processing
perspective. Functional approaches have explored issues related to how form and
function relate to one another. Processing approaches have dealt with internal mecha-
nisms and abilities used by L2 learners when learning a second language. In particular,
the input processing theory has investigated how learners comprehend sentences and
how they make form-meaning connections.
In the present book, Paul Malovrh and James Lee present and discuss original
empirical research investigating interlanguage developments with specific reference
to the comprehension and production of object pronouns in Spanish. The two authors
have successfully addressed, not only a number of issues concerning the concept and
nature of interlanguage, but also the issue of ultimate attainment. As a result of their
research findings, they propose developmental stages in the L2 acquisition of object
pronouns in Spanish in the form of three stages: pragmatic, lexical and morphological.  
Based on the results of their research and drawing from previous empirical
research and theories, Paul Malovrh and James Lee have produced a solid volume that
will be beneficial for both researchers and practitioners in second language learning
and teaching. We thank them for their excellent contribution to the Bloomsbury
Academic Series in Advances in Instructed Second Language Acquisition Research.
Alessandro G. Benati
Series Editor
Advances in Instructed Second
Language Acquisition Research