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Article published In: A cross-theoretical and cross-linguistic perspective on the L2 acquisition of case systems / L'acquisition de systèmes casuels en L2 : des études à travers plusieurs théories et langues
Edited by Kristof Baten and Saartje Verbeke
[Language, Interaction and Acquisition 11:1] 2020
► pp. 99–129

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L2 Spanish clitic pronouns

A dynamic system

 | St. Mary’s University, Texas
Published online: 4 June 2020
DOI logo with link
https://doi.org/10.1075/lia.00009.pea
Abstract
Spanish clitic pronouns present multiple morphosyntactic and semantic challenges to second language learners. One particular issue is that of case marking, which can be further complicated by variable native input. As a result, a number of factors have been proposed to explain L2 clitics, such as acquisition sequences, classroom input, dialect-specific input, and animacy cues (e.g. Andersen, R. W. (1984). The one to one principle of interlanguage construction. Language Learning, 34(4), 77–95. Google Scholar logo with link to Google Scholar; Geeslin, K. L., García-Amaya, L. J., Hasler-Barker, M., Henriksen, N. C., & Killam, J. (2010). The SLA of direct object pronouns in a study abroad immersion environment where use is variable. In C. Borgonovo, M. Español-Echevarría, & P. Prévost (Eds.), Selected proceedings of the 12th Hispanic linguistics symposium (pp. 246–259). Somerville, MA: Cascadilla Proceedings Project.Google Scholar logo with link to Google Scholar; (2008). A multifaceted analysis of the interlanguage development of Spanish direct-object clitic pronouns observed in L2-learner production. Unpublished PhD dissertation. Indiana University, Bloomington.Google Scholar logo with link to Google Scholar; (2013). The developmental dimension in instructed second language learning: The L2 acquisition of object pronouns in Spanish. London: Bloomsbury Academic.Google Scholar logo with link to Google Scholar; VanPatten, B. (1990). The acquisition of clitic pronouns in Spanish: Two case studies. In B. VanPatten & J. F. Lee (Eds.), Second language acquisition – Foreign language learning (pp. 118–139). Clevedon: Multilingual Matters.Google Scholar logo with link to Google Scholar; Zyzik, E. (2004). Encoding meaning with polyfunctional forms: The acquisition of clitics in L2 Spanish. Unpublished PhD dissertation. University of California, Davis.Google Scholar logo with link to Google Scholar). This paper uses the Dynamic Systems Theory to describe and explain L2 Spanish clitic development. The multiple social and linguistic variables that interact in clitic production suggest that clitics constitute a dynamic system. The data presented here come from a cross-sectional analysis of four groups of university-level L1 English learners of L2 Spanish, as well as a group of native Spanish speakers, who produced semi-spontaneous narration as well as post-production stimulated recall and interview. The results show a progression that is not always linear in terms of certain levels, learners, and measures. The quantitative and qualitative results reveal various interrelated social, linguistic, and cognitive factors which all play a role in the dynamic system of clitic case development.
Résumé
Les pronoms clitiques espagnols présentent de multiples défis morphosyntaxiques et sémantiques pour les apprenants de langue seconde. Le marquage des cas est un de ces défis, qui peut, de plus, être rendu plus complexe par des inputs natifs variables. De ce fait, un certain nombre de facteurs ont été proposés pour expliquer les clitiques L2, tels que les séquences d’acquisition, l’input en classe, l’input spécifique au dialecte et les indices du caractère « animé / non animé » (p. ex. Andersen, R. W. (1984). The one to one principle of interlanguage construction. Language Learning, 34(4), 77–95. Google Scholar logo with link to Google Scholar ; Geeslin, K. L., García-Amaya, L. J., Hasler-Barker, M., Henriksen, N. C., & Killam, J. (2010). The SLA of direct object pronouns in a study abroad immersion environment where use is variable. In C. Borgonovo, M. Español-Echevarría, & P. Prévost (Eds.), Selected proceedings of the 12th Hispanic linguistics symposium (pp. 246–259). Somerville, MA: Cascadilla Proceedings Project.Google Scholar logo with link to Google Scholar ; (2008). A multifaceted analysis of the interlanguage development of Spanish direct-object clitic pronouns observed in L2-learner production. Unpublished PhD dissertation. Indiana University, Bloomington.Google Scholar logo with link to Google Scholar ; (2013). The developmental dimension in instructed second language learning: The L2 acquisition of object pronouns in Spanish. London: Bloomsbury Academic.Google Scholar logo with link to Google Scholar ; VanPatten, B. (1990). The acquisition of clitic pronouns in Spanish: Two case studies. In B. VanPatten & J. F. Lee (Eds.), Second language acquisition – Foreign language learning (pp. 118–139). Clevedon: Multilingual Matters.Google Scholar logo with link to Google Scholar ; Zyzik, E. (2004). Encoding meaning with polyfunctional forms: The acquisition of clitics in L2 Spanish. Unpublished PhD dissertation. University of California, Davis.Google Scholar logo with link to Google Scholar). Cet article a recours à la Théorie des systèmes dynamiques pour décrire et expliquer le développement des clitiques en espagnol L2. Les multiples variables sociales et linguistiques qui interagissent dans la production des clitiques suggèrent que les clitiques constituent un système dynamique. Les données présentées ici proviennent d’une analyse transversale de quatre groupes d’apprenants de niveau universitaire (L1 anglais L2 espagnol), ainsi que d’un groupe d’hispanophones natifs, qui ont produit une narration semi-spontanée, une tâche de rappel post-production et un entretien. Les résultats montrent une progression qui n’est pas toujours linéaire selon les niveaux, les apprenants, les types de mesures. Les résultats quantitatifs et qualitatifs révèlent divers facteurs sociaux, linguistiques et cognitifs interreliés qui jouent un rôle dans le système dynamique que constitue l’acquisition et le développement des cas clitiques en espagnol L2.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Clitic forms
    • 2.2Clitic functions
    • 2.3Clitics in L2 Spanish
    • 2.4Dynamic Systems Theory
  • 3.Methodology
    • 3.1Participants
    • 3.2Procedure
    • 3.3Analysis
  • 4.Results
    • 4.1Total clitics
    • 4.2Clitic form and function
    • 4.3Speaker examples and comments
      • 4.3.1Non-linearity
      • 4.3.2Preferred/dispreferred clitic uses
      • 4.3.3The social context
      • 4.3.4Learners without clitics
  • 5.DST and L2 clitics
  • 6.Conclusions
  • Acknowledgements
  • Notes
  • References
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