![Page 1: Rapid Access of Verb Specific Information During Monolingual and Bilingual Sentence Processing Álvaro Villegas, Paola E. Dussias The Pennsylvania State](https://reader033.vdocuments.site/reader033/viewer/2022042714/551c1acf5503469e4f8b5852/html5/thumbnails/1.jpg)
Rapid Access of Verb Specific Information During Monolingual
and Bilingual Sentence Processing
Álvaro Villegas, Paola E. DussiasThe Pennsylvania State University
Josep Demestre, Rosa Sánchez-CasasUniversity Rovira i Virgili
UIC Bilingualism ForumOctober 4-5, 2012
![Page 2: Rapid Access of Verb Specific Information During Monolingual and Bilingual Sentence Processing Álvaro Villegas, Paola E. Dussias The Pennsylvania State](https://reader033.vdocuments.site/reader033/viewer/2022042714/551c1acf5503469e4f8b5852/html5/thumbnails/2.jpg)
2
Outline
• The subjunctive in Spanish: ‘the tool’– Mood loss– Acquisition difficulties
• Research questions• Pilot Study: Moving-window Study• Dissertation
UIC BilForum, October 4-5, 2012
![Page 3: Rapid Access of Verb Specific Information During Monolingual and Bilingual Sentence Processing Álvaro Villegas, Paola E. Dussias The Pennsylvania State](https://reader033.vdocuments.site/reader033/viewer/2022042714/551c1acf5503469e4f8b5852/html5/thumbnails/3.jpg)
3
Mood in Spanish
• Spanish: Indicative, Subjunctive, and Imperative
• Marked morphologically:– Indicative: comieron (they ate)– Subjunctive: comieran (they ate)
• They are dependent on syntactic, lexical, and pragmatical features:
Busco un libro que sea/es rojoI am looking for a red book
(Cameron, 2011; Palmer, 1986; Montrul, 2007)UIC BilForum, October 4-5, 2012
![Page 4: Rapid Access of Verb Specific Information During Monolingual and Bilingual Sentence Processing Álvaro Villegas, Paola E. Dussias The Pennsylvania State](https://reader033.vdocuments.site/reader033/viewer/2022042714/551c1acf5503469e4f8b5852/html5/thumbnails/4.jpg)
4
Motivation for the study
Two issues of interest about the subjunctive:
1. Mood loss in contact situations.
2. L2 Acquisition difficulty.
UIC BilForum, October 4-5, 2012
![Page 5: Rapid Access of Verb Specific Information During Monolingual and Bilingual Sentence Processing Álvaro Villegas, Paola E. Dussias The Pennsylvania State](https://reader033.vdocuments.site/reader033/viewer/2022042714/551c1acf5503469e4f8b5852/html5/thumbnails/5.jpg)
5
Motivation for the study
Two issues of interest about the subjunctive:
1. Mood loss in contact situations.
2. Acquisition difficulty.
UIC BilForum, October 4-5, 2012
![Page 6: Rapid Access of Verb Specific Information During Monolingual and Bilingual Sentence Processing Álvaro Villegas, Paola E. Dussias The Pennsylvania State](https://reader033.vdocuments.site/reader033/viewer/2022042714/551c1acf5503469e4f8b5852/html5/thumbnails/6.jpg)
6
• Corpus studies suggest that the subjunctive mood is being lost in two ways: (Biber et al, 2006; Murphy, 2008)
– Morphologically:
– Syntactically: e.g., epistemic adverbs (King, et al., 2008)
[+Subj]-----------------------------------------------------------------------------------[-Subj] tal vez quizás quizá posiblemente probablementePerhaps maybe maybe possibly probably
subjunctiveindicative[comieran][comieron]
indicative [comieron]
Mood Loss
UIC BilForum, October 4-5, 2012
![Page 7: Rapid Access of Verb Specific Information During Monolingual and Bilingual Sentence Processing Álvaro Villegas, Paola E. Dussias The Pennsylvania State](https://reader033.vdocuments.site/reader033/viewer/2022042714/551c1acf5503469e4f8b5852/html5/thumbnails/7.jpg)
7
Languages in contact
• Studies have suggested that one of the possible reasons for this mood loss is contact situations:
• Spanish-Basque (Silva-Corvalán, 1982)
• Spanish-English (Silva-Corvalán, 1994)
• More interestingly, processing studies have shown that extensive immersion in the L2 environment can have consequences in the processing of the L1.
• Spanish-English (Dussias, 2004; Dussias & Sagarra, 2007)
UIC BilForum, October 4-5, 2012
![Page 8: Rapid Access of Verb Specific Information During Monolingual and Bilingual Sentence Processing Álvaro Villegas, Paola E. Dussias The Pennsylvania State](https://reader033.vdocuments.site/reader033/viewer/2022042714/551c1acf5503469e4f8b5852/html5/thumbnails/8.jpg)
8
Our first question
Can immersion be a factor boosting the loss of the Spanish subjunctive mood in an environment where the L2 (English) lacks the same grammatical feature?
UIC BilForum, October 4-5, 2012
![Page 9: Rapid Access of Verb Specific Information During Monolingual and Bilingual Sentence Processing Álvaro Villegas, Paola E. Dussias The Pennsylvania State](https://reader033.vdocuments.site/reader033/viewer/2022042714/551c1acf5503469e4f8b5852/html5/thumbnails/9.jpg)
9
Motivation for the study
Two issues of interest about the subjunctive:
1. Mood loss in contact situations.
2. Acquisition difficulty.
UIC BilForum, October 4-5, 2012
![Page 10: Rapid Access of Verb Specific Information During Monolingual and Bilingual Sentence Processing Álvaro Villegas, Paola E. Dussias The Pennsylvania State](https://reader033.vdocuments.site/reader033/viewer/2022042714/551c1acf5503469e4f8b5852/html5/thumbnails/10.jpg)
10
Acquisition
• The acquisition of the subjunctive mood occurs late for monolingual children:– forms (2;3 years); semantics (5 years); adult-like (12 years).
• This process manifests the difficulty of acquisition of subjunctive.
(Blake, 1983; Hernández-Pina, 1984; Pérez-Leroux, 2001)
UIC BilForum, October 4-5, 2012
![Page 11: Rapid Access of Verb Specific Information During Monolingual and Bilingual Sentence Processing Álvaro Villegas, Paola E. Dussias The Pennsylvania State](https://reader033.vdocuments.site/reader033/viewer/2022042714/551c1acf5503469e4f8b5852/html5/thumbnails/11.jpg)
11
L2 learners
• For L2 Spanish learners, subjunctive is also a very difficult structure to produce. (Collentine, 1995, 1998, 2010)
• But dependent on proficiency levels. (Borgonovo et al., 2005)Intermediate: correct subjunctive selection is low.Advanced: they start to select more subjunctive forms correctly.
• However, little is known about their ability to process this grammatical feature, specially when it is not present in their L2 (English) (Collentine, 2010)
UIC BilForum, October 4-5, 2012
![Page 12: Rapid Access of Verb Specific Information During Monolingual and Bilingual Sentence Processing Álvaro Villegas, Paola E. Dussias The Pennsylvania State](https://reader033.vdocuments.site/reader033/viewer/2022042714/551c1acf5503469e4f8b5852/html5/thumbnails/12.jpg)
12
Our second question
• Can highly proficient L1 English - L2 Spanish speakers process subjunctive structures as native Spanish speakers in an online task when the L2 feature is not instantiated in their L1?
UIC BilForum, October 4-5, 2012
![Page 13: Rapid Access of Verb Specific Information During Monolingual and Bilingual Sentence Processing Álvaro Villegas, Paola E. Dussias The Pennsylvania State](https://reader033.vdocuments.site/reader033/viewer/2022042714/551c1acf5503469e4f8b5852/html5/thumbnails/13.jpg)
13
Our questions
• Can immersion be a factor boosting the loss of the subjunctive mood in an environment where the L2 (English) lacks the same grammatical feature?
• Can high proficient L1 English - L2 Spanish speakers process subjunctive structures as native Spanish speakers in an online task when the L2 feature is not instantiated in their L1?
UIC BilForum, October 4-5, 2012
![Page 14: Rapid Access of Verb Specific Information During Monolingual and Bilingual Sentence Processing Álvaro Villegas, Paola E. Dussias The Pennsylvania State](https://reader033.vdocuments.site/reader033/viewer/2022042714/551c1acf5503469e4f8b5852/html5/thumbnails/14.jpg)
14
Materials
• A group of verbs in Spanish always select the subjunctive in a sentence complement clause (e.g., permitir ‘permit’). (Silva-Corvalán, 2001)
La madre permitió al chico que comiera helado.The mother permitted the kid to eat ice cream.
• Correct use of the subjunctive: M=97.28%
UIC BilForum, October 4-5, 2012
![Page 15: Rapid Access of Verb Specific Information During Monolingual and Bilingual Sentence Processing Álvaro Villegas, Paola E. Dussias The Pennsylvania State](https://reader033.vdocuments.site/reader033/viewer/2022042714/551c1acf5503469e4f8b5852/html5/thumbnails/15.jpg)
15
Materials
La fundación les permitió a los científicos que organizaron el simposio de física que publicaran una obra en memoria del fallecido.
La fundación les permitió a los científicos que organizaran el simposio de física y que publicaran una obra en memoria del fallecido.
MCRCSC
MCSCSC
Indicative Condition
Subjunctive Condition
The foundation permitted the scientistswho organized the Physics Symposiumto publish a work in memory of the deceased.
The foundation permitted the scientiststo organize the Physics Symposium andto publish a work in memory of the deceased.
![Page 16: Rapid Access of Verb Specific Information During Monolingual and Bilingual Sentence Processing Álvaro Villegas, Paola E. Dussias The Pennsylvania State](https://reader033.vdocuments.site/reader033/viewer/2022042714/551c1acf5503469e4f8b5852/html5/thumbnails/16.jpg)
16
Methodology
• Self-paced reading task + comprehension Q.
EL PERRO COME HUESOUN_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _¿EL PERRO COME PIZZA?
UIC BilForum, October 4-5, 2012
THE DOG EATS BONEA_ _ _ _ _ _ _ _ _ _ _ _ _ _IS THE DOG EATING PIZZA?
![Page 17: Rapid Access of Verb Specific Information During Monolingual and Bilingual Sentence Processing Álvaro Villegas, Paola E. Dussias The Pennsylvania State](https://reader033.vdocuments.site/reader033/viewer/2022042714/551c1acf5503469e4f8b5852/html5/thumbnails/17.jpg)
17
Predictions
• If participants can access the lexical information of the main verb (permitió ‘he/she permitted’), we would expect longer Reading Times (RTs) in the indicative condition than in the subjunctive condition when reading the verb of the first subordinate clause (organizaron/organizaran ‘they organized’)
• If they do not access the information, no differences will be observed.
UIC BilForum, October 4-5, 2012
![Page 18: Rapid Access of Verb Specific Information During Monolingual and Bilingual Sentence Processing Álvaro Villegas, Paola E. Dussias The Pennsylvania State](https://reader033.vdocuments.site/reader033/viewer/2022042714/551c1acf5503469e4f8b5852/html5/thumbnails/18.jpg)
18
Predictions
Graphically:
La fundación les permitió a los científicos que organizaron/ran el simposio de física (y)que publicaran una obra en memoria del fallecido.
(V2): Indicative > Subjunctive
UIC BilForum, October 4-5, 2012
![Page 19: Rapid Access of Verb Specific Information During Monolingual and Bilingual Sentence Processing Álvaro Villegas, Paola E. Dussias The Pennsylvania State](https://reader033.vdocuments.site/reader033/viewer/2022042714/551c1acf5503469e4f8b5852/html5/thumbnails/19.jpg)
19
Participants
Three group of Participants:
- Control: 27 Spanish monolinguals in Granada, Spain- Q1: 27 Spanish-English at Penn State, US
- Years of immersion: (M=6.4; SD=3.94)
- Q2: 27 English-Spanish at Penn State, US
UIC BilForum, October 4-5, 2012
![Page 20: Rapid Access of Verb Specific Information During Monolingual and Bilingual Sentence Processing Álvaro Villegas, Paola E. Dussias The Pennsylvania State](https://reader033.vdocuments.site/reader033/viewer/2022042714/551c1acf5503469e4f8b5852/html5/thumbnails/20.jpg)
20
1 2 3 4 5 6 7 8 9 10 11 12350
450
550
650
750
850
950
INDICATIVE SUBJUNCTIVE
Results
Spanish Monolinguals
La fundación/les permitió/a los científicos/ que/organizar@n/el simposio /de física/ (y) /que/publicaran/una obra/en memoria / del fallecido.
*Region 5: F(1,26)=.50 p=.484
Region 6: F(1,26)=14.60, p<.01
350
550
750
950
350
550
750
950
*
RT (m
s)
![Page 21: Rapid Access of Verb Specific Information During Monolingual and Bilingual Sentence Processing Álvaro Villegas, Paola E. Dussias The Pennsylvania State](https://reader033.vdocuments.site/reader033/viewer/2022042714/551c1acf5503469e4f8b5852/html5/thumbnails/21.jpg)
21
Results
L1 Spanish – L2 English group
1 2 3 4 5 6 7 8 9 10 11 12350
450
550
650
750
850
INDICATIVE SUBJUNCTIVE
*
La fundación/les permitió/a los científicos/ que/organizar@n/el simposio /de física/ (y) /que/publicaran/una obra/en memoria / del fallecido.
RT (m
s)
Region 5: F(1,26)=.12, p=.736
Region 6: F(1,26)=4.60, p<.05
350
450
550
650
750
850
350
450
550
650
750
850
*
![Page 22: Rapid Access of Verb Specific Information During Monolingual and Bilingual Sentence Processing Álvaro Villegas, Paola E. Dussias The Pennsylvania State](https://reader033.vdocuments.site/reader033/viewer/2022042714/551c1acf5503469e4f8b5852/html5/thumbnails/22.jpg)
22
Similar reading patterns
1 2 3 4 5 6 7 8 9 10 11 12350
550
750
950
INDICATIVE SUBJUNCTIVE
*
1 2 3 4 5 6 7 8 9 10 11 12350450550650750850950
INDICATIVE SUBJUNCTIVE
*Spanish Monolinguals
L1 Spanish – L2 English
UIC BilForum, October 4-5, 2012
![Page 23: Rapid Access of Verb Specific Information During Monolingual and Bilingual Sentence Processing Álvaro Villegas, Paola E. Dussias The Pennsylvania State](https://reader033.vdocuments.site/reader033/viewer/2022042714/551c1acf5503469e4f8b5852/html5/thumbnails/23.jpg)
23
Differences between L1 Spanish groups
WORD 6:Repeated Measures ANOVA to observe interaction groups and conditions
Monolinguals Spanish-English640
660
680
700
720
740
760
780INDICATIVESUBJUNCTIVE
NO INTERACTION BETWEEN GROUPS:F (1, 52) = 1.669, p = .202
UIC BilForum, October 4-5, 2012
RT (m
s)
![Page 24: Rapid Access of Verb Specific Information During Monolingual and Bilingual Sentence Processing Álvaro Villegas, Paola E. Dussias The Pennsylvania State](https://reader033.vdocuments.site/reader033/viewer/2022042714/551c1acf5503469e4f8b5852/html5/thumbnails/24.jpg)
24
1 2 3 4 5 6 7 8 9 10 11 12300400500600700800900
100011001200
INDICATIVE SUBJUNCTIVE
Results
L1 English – L2 Spanish group
La fundación/les permitió/a los científicos/ que/organizar@n/el simposio /de física/ (y) /que/publicaran/una obra/en memoria / del fallecido.
300
500
700
900
1100
Region 5: F(1,26)=.93, p=.342
Region 6: F(1,26)=1.28, p=.267
300
500
700
900
1100
RT (m
s)
![Page 25: Rapid Access of Verb Specific Information During Monolingual and Bilingual Sentence Processing Álvaro Villegas, Paola E. Dussias The Pennsylvania State](https://reader033.vdocuments.site/reader033/viewer/2022042714/551c1acf5503469e4f8b5852/html5/thumbnails/25.jpg)
25
By proficiency
• We looked into more proficient participants in three measures:
• DELE: Spanish proficiency test• Picture Naming• Norming Study: Sentence completion (16 / 48)
• Papers on proficiency have considered cuts for DELE up to a 85%. (Rossi, Diaz, Kroll, Dussias, under review)
• We applied the same cut: 5 participants considered.
UIC BilForum, October 4-5, 2012
![Page 26: Rapid Access of Verb Specific Information During Monolingual and Bilingual Sentence Processing Álvaro Villegas, Paola E. Dussias The Pennsylvania State](https://reader033.vdocuments.site/reader033/viewer/2022042714/551c1acf5503469e4f8b5852/html5/thumbnails/26.jpg)
26
DELE @ 85%
L1 English – L2 Spanish
1 2 3 4 5 6 7 8 9 10 11 12350450550650750850950
1050
INDICATIVE SUBJUNCTIVE
*
La fundación/les permitió/a los científicos/ que/organizar@n/el simposio /de física/ (y) /que/publicaran/una obra/en memoria / del fallecido.
RT (m
s)
*
350
550
750
950
350
550
750
950
Region 5: F(1,4)=1.75, p=.256
Region 6: F(1,4)=12.45, p=.024
![Page 27: Rapid Access of Verb Specific Information During Monolingual and Bilingual Sentence Processing Álvaro Villegas, Paola E. Dussias The Pennsylvania State](https://reader033.vdocuments.site/reader033/viewer/2022042714/551c1acf5503469e4f8b5852/html5/thumbnails/27.jpg)
27
Discussion
• Results show that monolingual and Spanish-English speakers can use their knowledge of Spanish verb mood to predict upcoming use of the Subjunctive.
• Spanish-English speakers immersed in their L2 behave similarly to the monolingual group.
• This suggests that, although Subjunctive mood is a fragile grammatical feature in Spanish, it is still a strong feature that resists being lost.
• We argue that the lack of the same grammatical feature in the L2 environment does not necessarily affect processing of weak structures.
UIC BilForum, October 4-5, 2012
![Page 28: Rapid Access of Verb Specific Information During Monolingual and Bilingual Sentence Processing Álvaro Villegas, Paola E. Dussias The Pennsylvania State](https://reader033.vdocuments.site/reader033/viewer/2022042714/551c1acf5503469e4f8b5852/html5/thumbnails/28.jpg)
28
Discussion
• The L1 English–L2 Spanish group not able to use their knowledge of subjunctive to make the predictions of a upcoming clause.
• They don’t show same processing as native Spanish speakers.
• However, the analysis of only 5 people suggests that only very high proficient (native-like) English-Spanish speakers can use their knowledge in verb mood processing.
• Further research needs to confirm this tendency.UIC BilForum, October 4-5, 2012
![Page 29: Rapid Access of Verb Specific Information During Monolingual and Bilingual Sentence Processing Álvaro Villegas, Paola E. Dussias The Pennsylvania State](https://reader033.vdocuments.site/reader033/viewer/2022042714/551c1acf5503469e4f8b5852/html5/thumbnails/29.jpg)
U. Rovira I Virgili:Josep Demestre
Rosa Sánchez CasasJosé García-Albea
U. of Granada:Teresa Bajo
Center for Language Science at PSU
Research Assistants:Nicole Roth
Natalie SudersMichelle Haack
Lucy SublerChad PickettJason Gullifer
Jorge Valdés Kroff
Thank you!
![Page 30: Rapid Access of Verb Specific Information During Monolingual and Bilingual Sentence Processing Álvaro Villegas, Paola E. Dussias The Pennsylvania State](https://reader033.vdocuments.site/reader033/viewer/2022042714/551c1acf5503469e4f8b5852/html5/thumbnails/30.jpg)
Rapid Access of Verb Specific Information During Monolingual
and Bilingual Sentence Processing
Álvaro Villegas, Paola E. DussiasThe Pennsylvania State University
Josep Demestre, Rosa Sánchez-CasasUniversity Rovira i Virgili
UIC Bilingualism ForumOctober 4-5, 2012