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49 results

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  • Acquisition of Spanish verbal morphology by child bilinguals: Overregularization by heritage speakers and second language learners

  • Ana Fernández-Dobao, Julia Herschensohn
  • Journal:
    Bilingualism: Language and Cognition / Volume 24 / Issue 1 / January 2021
    Published online by Cambridge University Press:
    08 June 2020, pp. 56-68

  • The current study analyzes Spanish present tense morphology with a focus on overregularization. It examines written production from two groups of English/Spanish bilingual children in a dual immersion setting, Spanish heritage language (SHL) speakers (n = 21) and Spanish second language (SL2) learners (n = 41), comparing them to age-matched (nine to ten years old) Spanish majority language children (n = 15). Spanish majority children show full mastery of present tense regular, stem-changing and irregular morphology. SHL children seem to have acquired mastery of regular inflectional morphology, but not of stem-changing morphology. SL2 children are significantly less accurate than both majority Spanish and SHL children in terms of both regular and irregular morphology. Evidence of overregularization, but not of irregularization, is provided for both SHL and SL2 children. The analysis of overregularization errors supports a variational approach (Yang, 2016) to acquisition, storage and access of morphology.

  • Introduction

  • JULIA HERSCHENSOHN, ZSUZSANNA FAGYAL
  • Journal:
    Journal of French Language Studies / Volume 26 / Issue 2 / July 2016
    Published online by Cambridge University Press:
    12 April 2016, pp. 113-114
    • Article
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  • This volume represents a new and exciting initiative for the Journal of French Language Studies: the publication of its first issue featuring a theme paper with comments and a response to comments. Unlike collections of articles featuring independent contributions to a common research topic, this new platform for scholarly debate focuses on a single paper discussed by a group of experts. Rather than highlighting the diversity of approaches, the goal is to delve into the analysis of one particular research question by soliciting comments, suggestions and critiques of the methodology, the results and the possible implications for future research.

The Cambridge Handbook of Second Language Acquisition
  • Edited by Julia Herschensohn, Martha Young-Scholten
  • Published online:
    05 July 2013
    Print publication:
    17 January 2013
  • What is language and how can we investigate its acquisition by children or adults? What perspectives exist from which to view acquisition? What internal constraints and external factors shape acquisition? What are the properties of interlanguage systems? This comprehensive 31-chapter handbook is an authoritative survey of second language acquisition (SLA). Its multi-perspective synopsis on recent developments in SLA research provides significant contributions by established experts and widely recognized younger talent. It covers cutting-edge and emerging areas of enquiry not treated elsewhere in a single handbook, including third language acquisition, electronic communication, incomplete first language acquisition, alphabetic literacy and SLA, affect and the brain, discourse, and identity. Written to be accessible to newcomers as well as experienced scholars of SLA, the Handbook is organised into six thematic sections, each with an editor-written introduction.

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