The Syntax of Pronominal Subjects in L2 Spanish: Comparing Two L2 Populations with Different Exposure

The purpose of this article is two-fold. First, via a critical review of available studies on the adult L2 resetting of the Null-Subject Parameter (NSP) and in light of a typologically wide sampling of languages, we conclude that the NSP cluster is much narrower in scope than is reflected in the design and discussion of most L2 studies. Secondly, we present original research on the L2 resetting of the NSP by two groups of adult English intermediate learners of L2 Spanish: a study-abroad group and a class-room only group. We seek to quantify the extent to which study-abroad experience, that is, increased exposure to native input, is beneficial specifically as it relates to the acquisition of new functional features needed for parameter re-setting (cf. Isabelli 2004). Despite the observable and clandestine linguistic benefits to study-abroad, our data suggest that for the resetting of the NSP, at least, such exposure to native input is not particularly gainful.

Interfaces in the acquisition of syntax

We introduce empirical work on Romance language acquisition with respect to the interfaces of syntax with other modules of grammar (internal interfaces) and other domains of cognition (external interfaces). We do so by choosing specific phenomena within the following interfaces: syntax-morphology, syntax-semantics and syn-tax-pragmatics. In the domain of syntax-morphology we focus on grammatical gender, with respect to the syntax-semantics interface we focus on adjectival placement (pre- and post-nominal) and with regard to the syntax-discourse/pragmatics interface we review work on the null/overt subject distribution. Finally, we summarize research on articles, suggesting that articles represent a multiple interface. We provide examples from different types of learners and across the four major Romance languages French, Italian, Portuguese and Spanish. While our central goal is to summarize and generalize across major findings, we will also point to potential problems concerning the interface approach, e.g. the association of particular phenomena with a specific interface and the assumption that internal interfaces are less problematic than external ones.

The interface of syntax with pragmatics and prosody in children with Autism Spectrum Disorders

In order to study problems of individuals with Autism Spectrum Disorders (ASD) with morphosyntax, we investigated twenty high-functioning Greek-speaking children (mean age:6;11) and twenty age- and language-matched typically developing children on environments that allow or forbid object clitics or their corresponding noun phrase. Children with ASD fell behind typically developing in comprehending and producing simple clitics and producing noun phrases in focus structures. The two groups performed similarly in comprehending and producing clitics in clitic left dislocation and in producing noun phrases in non-focus structures. We argue that children with ASD have difficulties at the interface of(morpho)syntax with pragmatics and prosody, namely, distinguishing a discourse prominent element, and considering intonation relevant for a particular interpretation that excludes clitics.