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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 6 of 6 1 Spanish Imperfect revisited: exploring L1 influence in the reassembly of imperfective features onto new L2 forms Domínguez, Laura; Arche, María J.; Myles, Florence. - : SAGE Publications, 2017 BASE Show details 2 Towards a unified treatment of Spanish copulas Marín, Rafael; Fábregas, Antonio; Arche, Maria J.. - : John Benjamins, 2017 BASE Show details 3 On the edge: Nominalizations from evaluative adjectives in Spanish Marin, Rafael; Arche, Maria J.. - : John Benjamins Publishing Company, 2015 BASE Show details 4 Testing the predictions of the Feature Assembly Hypothesis (FAH): evidence from the L2 acquisition of Spanish aspect morphology Dominguez, Laura; Arche, Maria J.; Myles, Florence. - : Cascadilla Press, 2011 BASE Show details 5 Eliciting evidence on tense and aspect in L2 Spanish: a learner corpus approach Dominguez, Laura; Tracy-Ventura, Nicole; Mitchell, Ros. - 2009 BASE Show details 6 Optionality in L2 grammars: the acquisition of SV/VS contrast in Spanish Domínguez, Laura; Arche, Maria J.. - : Cascadilla Press, 2008 Abstract: This study examines the L2 acquisition of word order variation in Spanish by three groups of L1 English learners in an instructed setting. The three groups represent learners at three different L2 proficiencies: beginners, intermediate and advanced. The aim of the study is to analyse the acquisition of word order variation in a situation where the target input is highly ambiguous, since two apparent optional forms exist in the target grammar, in order to examine how the optionality is disambiguated by learners from the earlier stages of learning to the more advanced. Our results support the hypothesis that an account based on a discourse-pragmatics deficit cannot satisfactorily explain learners’ non-targetlike representations in the contexts analysed in our study. Keyword: P Philology. Linguistics; PC Romance languages URL: http://gala.gre.ac.uk/id/eprint/1447/ http://gala.gre.ac.uk/id/eprint/1447/1/ARCHE,_M_-_Optionality_in_L2_Grammars_2008.pdf BASE Hide details

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