Papers by Teresa Cadierno
De Gruyter eBooks, Feb 27, 2008
... (8) a. Barnet løber ud af huset. 'The child runs out of the house.' b. Barnet kravl... more ... (8) a. Barnet løber ud af huset. 'The child runs out of the house.' b. Barnet kravler op af trappen. 'The child crawls up the stairs.' (9) a. Barnet løber ude i haven. 'The child runs outside in the garden.' b. Barnet kravler oppe på trappen. 'The child crawls up on the stairs.' ...
Journal for the psychology of language learning, Apr 23, 2024
Based on the assumption that individual learner factors are context-dependent, this exploratory s... more Based on the assumption that individual learner factors are context-dependent, this exploratory study examined whether differences in two learning environments (Denmark and Spain) have a differential influence on a set of learner factors that have together been previously identified as important in second language (L2) research, specifically, foreign language classroom anxiety (FLCA), English competence beliefs (ECB), motivation (ideal L2 self) and attitudes towards English language learning. The study also examined whether the L2 learning environment and learner factors had a differential influence on the proficiency of two groups of adolescent learners, as measured by a more instruction-related test (grammaticality judgment test) and a more out-of-school-exposure-related test (listening comprehension test). The results showed that learning environment had a differential influence on FLCA and that gender had an impact on FLCA and ECB. Furthermore, the study showed a differential impact on the L2 English proficiency of the two learner groups of four different factors (i.e., FLCA, ECB, learners' ideal L2 self, learners' attitudes towards the presence of English in the academic context, and ECB interacting with FLCA). These findings point to a crucial role of the learning environment in L2 learning and provide empirical support for a context-dependent view of the expression of learners' individual characteristics in relation to L2 learning.
Over the past few decades, Second Language Acquisition (SLA) research has shown a growing interes... more Over the past few decades, Second Language Acquisition (SLA) research has shown a growing interest in linguistic relativity, specifically in Slobin's (1987, 1996) thinking-for-speaking hypothesis. The thinking-for-speaking hypothesis posits that language-specific structures direct the speaker's attention to specific aspects of objects and events; such perceived information is then organized according to what can be grammatically coded in the speaker's first language (L1s). This volume probes a possible interference of L1-based cognition with second language (L2) development. As pointed out by ZhaoHong Han, the first editor, this volume regards Slobin's thinking-for-speaking hypothesis as one of the several promising accounts for such SLA phenomena as inter-and intra-learner variability, as well as fossilization. This edited volume comprises six studies and two theoretical papers, preceded by a preface and followed by a reference list and an index. One strength of the volume is the variety of articles selected. Building on the typical scope of thinking-for-speaking studiesnamely the lexicalization patterns studies within Talmy's (1985, 2000a, 2000b) typological framework, they utilize different methodological designs, such as longitudinal case studies (Chapters 3, 6, and 7), as well as qualitative (especially Chapters 6 and 7) and quantitative methods (all chapters). The constructs under scrutiny range from the lexicalization patterns of motion events (Chapters 1, 2, and 3), gesture (Chapter 3), memory for spatial relations vis-à-vis English prepositions (Chapter 4), and use and representation of grammatical morphemes (Chapters 2, 6, and 7). The chapters address different issues within the thinking-for-speaking framework: the varying degrees of L1 constraints on the process of L2 acquisition vis-à-vis L1-L2 typological differences (Chapters 1 and 4); the developmental aspects of interlanguage concepts (Chapters 3, 6, and 7); issues of ultimate attainment (Chapters 2, 3, and 8); and conceptual works that define the role of linguistic relativity in SLA (Chapters 5 and 8). In the following review, I am going to take a critical look at the chapters in terms of their themes, the order of lexicalization pattern studies, (Chapters 1-3) and that of morphological studies, (Chapters 6 and 7), conceptual works defining the role of relativity in SLA (Chapters 5 and 8), and the study of the possible influences of L1 on one's cognition (Chapter 4), a fundamental issue of relativity in the study of SLA.
Multilingual Matters eBooks, Dec 31, 2020
De Gruyter eBooks, Sep 25, 2015
Lletres asturianes: Boletín Oficial de l'Academia de la Llingua Asturiana, 1991
marcoELE. Revista de Didáctica Español Lengua Extranjera, 2010
y se centra especialmente en las siguientes dos áreas: (a) la adquisición de la gramática por apr... more y se centra especialmente en las siguientes dos áreas: (a) la adquisición de la gramática por aprendientes de segundas lenguas y el papel de la enseñanza gramatical en la adquisición de las mismas; y (b) la contribución de la lingüística cognitiva al estudio de adquisición de lenguas extranjeras, y en especial, la investigación de cómo se aprende a expresar movimiento en una L2, y cómo se aprende a "hablar para pensar" (Slobin, 1996) en la misma. El presente artículo fue publicado en el número 4 (1995) de REALE: Revista de estudios de adquisición de la lengua española (ISSN 1133-6978; págs. 67-86) y se reproduce ahora en versión electrónica con permiso expreso de su autora, a quien marcoELE agradece su amabilidad para autorizar esta edición. E TERESA CADIERNO (UNIVERSIDAD DE AARHUS, DINAMARCA): El aprendizaje y la enseñanza de la gramática en el español como segunda lengua marcoELE. revista de didáctica ELE /
Journal of Multilingual and Multicultural Development
Frontiers in Psychology, Jan 9, 2023
Cross-linguistic research on event typology has revealed considerable variation in the linguistic... more Cross-linguistic research on event typology has revealed considerable variation in the linguistic conceptualization of placement events. Previous studies on second language acquisition have primarily dealt with the semantic re-categorization of placement verbs in a second language, but placement constructions have received less attention. The present study fills this gap by examining the constructions used by Spanish learners of L2 Danish (B1 and B2 levels) and by monolingual speakers of both languages. Data were elicited by means of the PUT task consisting of oral video descriptions and then classified into six main placement construction categories based on their frequency and structure. Results from the learner group suggest learning difficulties when reconstructing the expression of placement events in L2 Danish. In contrast to L1 Danish data, learners (i) kept using their L1 Spanish basic placement construction more often, (ii) avoided semantically more complex constructions, (iii) employed fewer spatial particles, (iv) showed difficulties in selecting the L2 appropriate spatial particles for specific placement scenes, and (v) used non-caused motion constructions. These findings suggest the creation of a linguistic conceptualization pattern on the part of the learners that is different from the respective L1 and L2 monolingual patterns, thus providing further empirical support for proposals arguing that bilinguals' multicompetence is not equivalent to those of two monolinguals.
De Gruyter eBooks, Apr 1, 2016
Routledge eBooks, Jul 2, 2019
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Papers by Teresa Cadierno