This study investigates how sociolinguistically informed instruction and virtual exchanges affect the use of the second-person singular pronouns (usted, tú, and vos) by adult second language learners of Spanish enrolled in a third-semester cou...
Previous studies have found that second language learners can acquire sociolinguistic variation. However, there is a lack of studies that examine the L2 acquisition of second-person singular forms of address (2PS) in Spanish, especially in the immers...
The ability to discriminate phonetically similar first language (L1) and second language (L2) sounds has significant consequences for achieving target-like proficiency in second-language learners. This study examines the L2 perception of Spanish appr...
Learning to read in a second language is conditioned by the linguistic characteristics of the L1 and L2 and their writing systems, and by the learning context and the circumstances of previous literacy experiences. The aim of the present study is to...
Research in Chile, regarding language teaching and learning, has focused on Spanish as a first language (L1). However, due to the growing influx and settlement of non-Spanish-speaking adult migrants, the significance of investigating language educati...
Due to its articulatory precision, the Spanish rhotic system is generally acquired in late childhood by monolingually-raised (L1) Spanish speakers. Heritage speakers and second language (L2) learners, unlike L1 speakers, risk an incomplete acquisitio...
Differential object marking (DOM) in Spanish refers to the overt morphological marking of certain direct objects. Specifically, this a-marking of direct objects is driven by animacy and usually precedes human objects. Other features such as specifici...
Monosyllabic place holders (MPHs) have been studied extensively in first-language (L1) acquisition of Spanish and other Romance languages. However, the study of MPHs in second-language (L2) acquisition, both by children and adults, has received much...
Empirical studies investigating the second language (L2) acquisition of tense, aspect, mood/modality (TAM) systems offer an enlightening window into L2 learners’ linguistic competence because they involve all areas of a language, making them id...
A growing body of research investigating cross-linguistic influence on the acquisition of a third phonological system suggests that first (L1) and second (L2) languages concur in influencing oral production in the target third language (L3). Yet, the...