TitleConocimiento lingüístico del pretérito y del imperfecto en los estudiantes de herencia Hispana
NameGranja-Falconi, Fanny (author), Sánchez, Liliana (chair), Camacho, José (internal member), Stephens, Thomas M (internal member), Schwarzschild, Roger (outside member), Rutgers University, Graduate School - New Brunswick,
DescriptionThe knowledge of preterite/imperfect in Heritage bilingual students (Spanish/English) born in the USA is examined. Previously, their aspectual domain has been evaluated in terms of incomplete acquisition (Montrul, 2002 a and b) and reduction/simplification of simple past forms (Silva-Corvalán, 1994), but not in terms of optionality. In this study, existing POA, difference of the languages, semantic properties and optionality theories are revaluated. In their production, the aspectual differences of both languages are analyzed, particularly under a model of English origin, which favors [+perfective] aspectual characteristic in the correspondence of lexical class and morphology. In their comprehension, the languages functional characteristics differences are analyzed considering the relationship between morphology, abstract characteristics and syntactic structure in the recognition of the [+punctual]/[+continue] readings and the distinction of semantic interpretations. Then, optionality sceneries of preterite/imperfect are identified. Heritage bilinguals (n = 25) of New Jersey are compared with Spanish monolinguals (n = 25) through two production tests and two comprehension tasks. It is found that Heritage bilinguals: have knowledge of Spanish aspectual system, but differ from monolinguals; behave better in the comprehension; and show preference in the use of preterite with telic verbs and certain difficulties in the use of imperfect with atelic verbs. Also, in the Heritage bilinguals, the effect of the Spanish lexical value is not clear in the non-prototypical test, where the effect of the context destabilizes their performance. In addition, interference of the [+perfective] characteristic in the different lexical classes is noticed; however, it does not completely explain their behavior with stative verbs. As far as the syntactic-semantic interface they understand the [+punctual] reading with th epreterite and the [+continue] reading with the imperfect of achievements, states and, although with indecision, accomplishments verbs. Additionally, they recognize [+/-perfective] semantic interpretations, except the specific one of the perfective. Finally, they access to optional syntactic-semantic operations with both eventive verbs and estative verbs with [+/- perfective] characteristics, particularly due to the preference for the aspectual [+perfective] characteristic or to the overgeneralization of the imperfect. It is noticed that in some cases they accentuate certain optional tendencies already present in monolinguals.
NoteAbstract in English, text in Spanish
NoteIncludes bibliographical references
Noteby Patricia Granja-Falconi
CollectionGraduate School - New Brunswick Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.