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L2 acquisition of Spanish dative clitics by English and Dutch learners

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Escobar-Álvarez M. Á.
Studies in Second Language Learning and Teaching
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2017
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vol. 7
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issue 3
517-534
EN
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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The dative alternation in Danish and Polish – A learners perspective

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Kizach J., Mathiasen T.
Poznań Studies in Contemporary Linguistics
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2013
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vol. 49
487-507
EN
Three experiments investigating how two groups of adult Polish learners of Danish as a foreign language acquire the Danish dative alternation are reported. Experiment 1 is a speeded acceptability judgment task, which shows that Group 1 has the same pattern as native speakers i.e. slower responses to the dispreffered new-given NP-constructions, but no givenness effect with the PP-constructions. Experiment 2 shows that Group 2 also have acquired this pattern, even though earlier research suggests that the givenness asymmetry in the dative alternation is hard to learn. Experiment 3 shows that even in Polish there is a givenness asymmetry, such that the given–new order is clearly preferred in the NP-construction, but less so in the PP-construction. The rapid acquisition of the Danish pattern could thus be explained by Polish having the same pattern. In short: Both Polish and Danish have a givenness asymmetry in the dative alternation, which could explain why Polish learners of Danish in both groups behave almost like native Danish speakers.
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Non-Uniform Approach Towards Dativizable Verbs

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Sówka K.
Acta Neophilologica
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2007
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issue IX
65-71
EN
Dative Altemation has given rise to a lot of controversy in the linguistic studies, especially in the reference to the inherent meaning of give verbs and its relation to the arguments projection. The aim of this paper is to provide support to Rappaport Hovav and Levin (2005) thesis that challenges a recently prevailing polysemy approach, which characterizes dativizable verbs of giving as having two inherent meanings. To provide data and support to Levin and Rappaport Hovav (2005) proposal concerning monosemy of dativizable give verbs, first, I point out drawbacks in the polysemy approach towards verbs o f giving, future having, and verbs o f communicated message in English. This analysis takes issue with the assumptions of the polysemy approach and supports the monosemy approach to give verbs in English. In order to give more support to this observation, later, I carefully scrutinize the equivalents of English verbs o f giving, future having and verbs of communicated message in German and Polish. Both these languages show the equivalent of the Dative Alternation. The data provided from other languages demonstrates that verbs o f giving and their subtypes inherently involve only possession in their root meanings and exclude caused movement.
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