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“Ah non, je ne parle pas anglais moi. Je suis française !” Une contribution à la typologie des pragmatèmes

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de Oliveira R.

Neophilologica

2020

vol. 32

132-145

This work presents and discusses the development of the hypothesis according to which clitic doubling (pronominal reduplication), as seen in the sentence “Je ne parle pas anglais moi. / I do not speak English [me]”, has the fundamental structural and pragmatic parameters of the pragmatem (R. D e O l i v e i r a, 2018). Structural, because it is a compositional construction but selected as a whole by the speaker to respond to a communication goal associated with a precise utterance situation (G. F l é c h o n et al., 2012); pragmatic, since this device is a means of acting on the interlocutive context, allowing the accomplishment of a certain number of specific acts (I. M e l’č u k, 2013). In this sense, we argue that, like the pragmatem, the devise called French clitic doubling simultaneously has the following three characteristics, it is (i) fixed, (ii) compositional, and (iii) associated with a specific utterance situation.

L2 acquisition of Spanish dative clitics by English and Dutch learners

88%

Escobar-Álvarez M. Á.

Studies in Second Language Learning and Teaching

2017

vol. 7

issue 3

517-534

This article examines the second language acquisition (SLA) of Spanish dative clitics in clitic doubling (CLD) structures that are closely related to the double object construction (DOC) in English and Dutch. It also addresses the question of how adult English and Dutch speakers learning L2 Spanish in a formal setting develop knowledge and use of the animacy constraint in the target language, which is different from the first language (L1) counterparts. The role of transfer in acquiring new syntactic structures has been taken into account, where dative clitics appear and animate objects are marked by the dative preposition ‘to.’ New findings are obtained on CLD and the Spanish animacy constraint from a grammaticality judgement task (GJT), completed by English and Dutch learners at B1 and B2 CEFR levels. The difficulties learners experienced were not always due to negative L1 transfer, but also related to the complexity of the argument structure where the clitic is inserted. This has clear implications for the teaching of pronominal elements which are closely related to different syntactic configurations in Spanish.

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1 Neophilologica

1 Studies in Second Language Learning and Teaching

1 Escobar-Álvarez M. Á.

1 de Oliveira R.

1 2020

1 2017

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“Ah non, je ne parle pas anglais moi. Je suis française !” Une contribution à la typologie des pragmatèmes

L2 acquisition of Spanish dative clitics by English and Dutch learners