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      Inflected infinitives in SLA: A study of L1-Brazilian Portuguese–L2-Spanish speakers

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          Abstract

          This article discusses inflected infinitives in adult first language (L1) Brazilian speakers whose second language (L2) is Spanish. We focus on adjunct clauses headed with para in cases involving same and different subjects in the matrix and the embedded clause. These languages differ in that Brazilian Portuguese, but not Spanish, allows for inflected infinitives, and we provide evidence that these bilinguals are using innovative forms, i.e. inflected infinitives in their L2. We examine our findings under a lens of L1 transfer, L1 pre-emption, and the difficulty posed by the subset–superset relationship between the L1 and the L2. Additionally, we propose that Brazilian Portuguese-speaking L2 learners of Spanish at an initial stage of L2 acquisition encounter challenges abandoning L1 strategies and apply the tense projection’s features in the inflected infinitives of their L1 into the verb forms of their L2. We further propose that those L2 learners with greater vocabulary knowledge succeed in abandoning the L1 strategies that are unavailable in the L2, in contrast to those with a more limited vocabulary knowledge.

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          Fitting Linear Mixed-Effects Models Usinglme4

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            Self-ratings of Spoken Language Dominance: A Multi-Lingual Naming Test (MINT) and Preliminary Norms for Young and Aging Spanish-English Bilinguals.

            This study investigated correspondence between different measures of bilingual language proficiency contrasting self-report, proficiency interview, and picture naming skills. Fifty-two young (Experiment 1) and 20 aging (Experiment 2) Spanish-English bilinguals provided self-ratings of proficiency level, were interviewed for spoken proficiency, and named pictures in a Multilingual Naming Test (MINT, and in Experiment 1 also the Boston Naming Test; BNT). Self-ratings, proficiency interview, and the MINT did not differ significantly in classifying bilinguals into language-dominance groups, but naming tests (especially the BNT) classified bilinguals as more English-dominant than other measures. Strong correlations were observed between measures of proficiency in each language and language-dominance, but not degree of balanced bilingualism (index scores). Depending on the measure, up to 60% of bilinguals scored best in their self-reported non-dominant language. The BNT distorted bilingual assessment by underestimating ability in Spanish. These results illustrate what self-ratings can and cannot provide, illustrate the pitfalls of testing bilinguals with measures designed for monolinguals, and invite a multi-measure goal driven approach to classifying bilinguals into dominance groups.
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              Selective Attention and Transfer Phenomena in L2 Acquisition: Contingency, Cue Competition, Salience, Interference, Overshadowing, Blocking, and Perceptual Learning

              Nick Ellis (2006)
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                Author and article information

                Contributors
                (View ORCID Profile)
                (View ORCID Profile)
                Journal
                Second Language Research
                Second Language Research
                SAGE Publications
                0267-6583
                1477-0326
                December 25 2024
                Affiliations
                [1 ]University of Houston, USA
                [2 ]Davidson College, USA
                [3 ]Newcastle University, UK
                [4 ]Universidad Espíritu Santo, Samborondón, Ecuador
                Article
                10.1177/02676583241297543
                205e1d35-bc10-466b-b047-e2641311f009
                © 2024

                https://creativecommons.org/licenses/by-nc/4.0/

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