In:The Acquisition of Differential Object Marking
Edited by Alexandru Mardale and Silvina Montrul
[Trends in Language Acquisition Research 26] 2020
► pp. 133–160
Chapter 5The distribution of Differential Object Marking in L1 and L2 River Plate
Spanish
Published online: 18 June 2020
https://doi.org/10.1075/tilar.26.05jud
https://doi.org/10.1075/tilar.26.05jud
Abstract
This study examines Differential Object Marking (DOM) in native
and largely naturalistic near-native L2 River Plate Spanish speakers (L1
Persian). Persian and Spanish mark certain direct objects (DO). Most
syntactic descriptions of Spanish claim [+animate,+specific] DOs are marked
while in Persian, all specific DOs are marked regardless of animacy. Native
(n = 23) and L2 speakers (n = 8)
completed a Grammaticality Judgment Task with correction
(n = 48 experimental tokens) manipulating animacy and
specificity with marked and unmarked DOs. Individual level results show
divergence from conventional syntactic descriptions, and some native
speakers also produced corrected sentences traditionally considered
ungrammatical in Spanish (e.g. DOM with inanimate DOs). Since the L2
speakers did not indiscriminately accept all specific marked DOs, L1
transfer alone cannot explain their results.
Article outline
- Introduction
- The syntax of Spanish and Persian DOM
- Dialectal differences in Spanish DOM
- Acquisition task
- Previous literature
- Methodology
- Research questions and predictions
- Participants
- Experimental task
- Results
- Analysis 1: Acceptability rates
- Analysis 2: Production via accepted/corrected items
- Analysis 3: Individual data
- Discussion
- Conclusion
Notes References
References (58)
Aissen, J. (2003). Differential
Object Marking: Iconicity vs.
economy. Natural Language and
Linguistic
Theory, 21(3), 435–448.
Alfaraz, G. G. (2011). Accusative
object marking: A change in progress in Cuban
Spanish? Spanish in
Context, 8(2), 213–234.
Balasch, S. (2011). Factors
determining Spanish Differential Object Marking within its domain of
variation. In J. Michnowicz & R. Dodsworth (Eds.), Selected
proceedings of the 5th Workshop on Spanish
Sociolinguistics (pp.113–124). Somerville, MA: Cascadilla Press.
Barr, D. J., Levy, R., Scheepers, C., & Tily, H. J. (2013). Random
effects structure for confirmatory hypothesis testing: Keep it
maximal. Journal of Memory and
Language, 68(3), 255–278.
Bleam, T. (2000). Leísta
Spanish and the syntax of clitic
doubling (Unpublished doctoral
dissertation). University of Delaware.
Bautista-Maldonado, S., & Montrul, S. (2019). An experimental investigation of Differential Object Marking in Mexican Spanish. Spanish in Context, 16(1), 22-50.
Bowles, M., & Montrul, S. (2009). Instructed
L2 acquisition of Differential Object Marking in
Spanish. In R. P. Leow, H. Campos, & D. Lardiere (Eds.), Little
words. Their history, phonology, syntax, semantics, pragmatics and
acquisition (pp. 199–210). Washington DC: Georgetown University Press.
Browne, W. (1970). More
on definiteness markers: Interrogatives in
Persian. Linguistic
Inquiry, 1(3), 359–363.
Bullock, B., & Toribio, J. (2009). Reconsidering
Dominican Spanish: Data from the rural
Cibao. Revista Internacional de
Lingüística
Iberoamericana, 7(2), 49–73.
Company Company,
C. (2001). Multiple
dative marking grammaticalization: Spanish as a special kind of
primary object language. Studies in
Language, 25, 1–47.
(2002). El
avance diacrónico de la marcación prepositiva en objetos directos
inanimados. In A. Bernabé, Alberto, J. A. Berenguer, M. Cantarero & J. C. de Torres (Eds.), Presente
y futuro de la lingüística en
España (Vol. II, pp. 146–154). Madrid: SEL.
Dumitrescu, D. (1997). El
parámetro discursivo en la expresión del objeto directo lexical:
Español madrileño vs. español
porteño. Signo y
Seña, 7, 305–354.
Echenique Eliozondo, T. (1981). El
Sistema referencial en español antiguo: Leísmo, laísmo,
loísmo. Revista de Filología
Española, 61(1), 113–157.
Fábregas, A. (2013). Differential
Object Marking in Spanish: State of the
art. Borealis: An International
Journal of Hispanic
Linguistics, 2, 1–80.
Fernández Ramírez, S. (1986
[1951]). Gramática española. 4. El verbo y la
oración. Madrid: Arco Libros.
Ganjavi, S. (2007). Direct
objects in Persian (Unpublished doctoral
dissertation). University of Southern California.
Geeslin, K. L., Fafulas, S., & Kanwit, M. (2013). Acquiring
geographically-variable norms of use: The case of the present
perfect in Mexico and
Spain. In C. Howe, M. Lubbers, & S. Blackwell (Eds.), Selected
proceedings of the 15th Hispanic Linguistics
Symposium (pp. 205–220). Somerville, MA: Cascadilla Press.
Guijarro-Fuentes, P. (2012). The
acquisition of interpretable features in L2 Spanish: Personal
a. Bilingualism: Language and
Cognition, 15(4), 701–720.
Guijarro-Fuentes, P., & Marinis, T. (2007). Acquiring
the syntax/semantic interface in L2 Spanish: The personal
preposition
a. Eurosla
Yearbook, 7, 67–87.
(2011). Voicing
language dominance: Acquiring Spanish by British English/Spanish
bilingual
children. In K. Potowski & J. Rothman (Eds.), Bilingual
youth (pp. 227–248). Amsterdam: John Benjamins.
Guijarro-Fuentes, P., Pires, A., & Nediger, W. (2017). Delay
in the acquisition of Differential Object Marking by Spanish
monolingual and bilingual
teenagers. International Journal of
Bilingualism, 21(2), 159–177.
Heusinger, K. von, & Kaiser, G. (2003). The
interaction of animacy, specificity, and definiteness in
Spanish. In K. von Heusinger & G. Kaiser (Eds.), Proceedings
of the Workshop Semantic and Syntactic Aspects of Specificity in
Romance
Languages (pp. 67–101). Konstanz: Universität Konstanz, Fachbereich Sprachwissenschaft.
Hummel, K. (2014). Introducing
second language acquisition: Perspectives and
practices. Oxford: Wiley-Blackwell.
(2003). Object
positions, specificity and
scrambling. In S. Karimi (Ed.), Word
order and
scramblin, (pp. 91–125). Oxford: Blackwell.
Lardiere, D. (2000). Mapping features to forms in second language acquisition. In J. Archibald (Eds.), Second language acquisition and linguistic theory (pp. 102–129). Oxford: Blackwell.
(2005). On
morphological
competence. In L. Dekydtspotter, R. Sprouse, & A. Liljestrand (Eds.), Proceedings
of the 7th Generative Approaches to Second Language Acquisition
Conference (GASLA
2004) (pp. 178–192). Somerville, MA: Cascadilla Press.
(2008). Feature-assembly in second language acquisition. In J. Liceras, H. Goodluck, & H. Zobl (Eds.), The
role of formal features in second language
acquisition (pp. 107–140). New York, NY: Lawrence Erlbaum Associates.
(2009). Some
thoughts on the contrastive analysis of features in second language
acquisition. Second Language
Research, 25, 173–227.
Leonetti, M. (2004). Specificity
and Differential Object Marking in
Spanish. Catalan Journal of
Linguistics, 3, 75–114.
Long, M. (1988). Instructed
interlanguage
development. In L. Beebe (ed.), Issues
in second language acquisition: Multiple
perspectives (pp. 115–141). Rowley, MA: Newbury House.
(1991). Focus
on form: A design feature in language teaching
methodology. In K. de Bot, R. Ginsberg, & C. Kramsch (Eds.), Foreign
language research in cross-cultural
perspective (pp. 39–52). Amsterdam: John Benjamins.
Long, D., & Rothman, J. (2013). Generative
approaches and the competing systems hypothesis: Formal acquisition
to pedagogical
application. In J. W. Schwieter (Ed.), Innovative
research and practices in second language acquisition and
bilingualism (pp. 63–83). Amsterdam: John Benjamins.
(2012). Indefinite
objects: Scrambling, choice functions and differential
marking. Cambridge, MA: The MIT Press.
Martínez-Sanz, C. (2011). Null
and overt subjects in a variable system: The case of Dominican
Spanish (Unpublished doctoral
dissertation). University of Ottawa.
Montrul, S. (2013). Differential
Object Marking in Argentine Spanish. An experimental
study. In L. Colantoni & C. Rodríguez Louro (Eds.), The
handbook of Argentine
Spanish (pp. 207–228). Frankfurt: Vervuert Iberoamericana.
Montrul, S., & Gürel, A. (2015). The
acquisition of Differential Object Marking in Spanish by Turkish
speakers. In T. Judy & S. Perpiñán (Eds.), The
acquisition of Spanish in understudied language
pairings (pp. 281–308). Amsterdam: John Benjamins.
Montrul, S., & Sanchez-Walker, N. (2013). Differential
Object Marking in child and adult Spanish heritage
speakers. Language
Acquisition, 20(2), 109–132.
Pires, A., & Rothman, J. (2009). Disentangling
sources of incomplete acquisition: An explanation for competence
divergence across heritage
grammars. International Journal of
Bilingualism, 13(2), 211–238.
Ortega-Santos, I., & Uriagereka, J. (2018). A
look at microvariation in theoretical syntax: Dialectal distance and
data assessment. Paper presented
at the Hispanic Linguistics
Symposium, Austin,
TX, October.
Polat, B., & Kim, Y. (2014). Dynamics
of complexity and accuracy: A longitudinal case study of advanced
untutored development. Applied
Linguistics, 35(2), 184–207.
Rodríguez-Mondoñedo, M. (2008). The
acquisition of Differential Object Marking in
Spanish. Probus, 20, 111–145.
Rothman, J. (2008). Aspectual
selection in adult L2 Spanish and the competing systems hypothesis:
When pedagogical and linguistic rules
conflict. Languages in
Contrast, 8(1), 74–106.
(2010). Theoretical
linguistics meets pedagogical practice: Pronominal subject use in
Spanish as a second language (L2) as an
example. Hispania, 93(1), 52–65.
Rothman, J., & Iverson, M. (2007). On L2 Clustering and Resetting the Null Subject Parameter in L2 Spanish: Implications and Observations. Hispania, 90(2), 328–341.
Rodríguez-Mondoñedo, M. (2007). The syntax of objects. Agree and Differential Object Marking. Doctoral dissertation. University of Connecticut.
Schoonmaker-Gates, E. (2018). Dialect
comprehension and identification in L2 Spanish: Familiarity and type
of exposure. Studies in Hispanic and
Lusophone
Linguistics, 11(1), 193–214.
Toribio, A. J. (2000). Setting
parametric limits on dialectal variation in
Spanish. Lingua, 110(5), 315–341.
Cited by (1)
Cited by one other publication
This list is based on CrossRef data as of 6 december 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.
