Friday, February 6, 2009

Double negatives: morphology in contact

Double negatives: morphology in contact
Prof. Maria Cristina Cuervo
Natalia Mazzaro

Sentential negation with preverbal n-words displays a crosslinguistic contrast in the presence/absence of a negative element, as illustrated with Spanish (1) and French (2) below. Analyses of this contrast account for this variation in terms of some kind of syntactic parametric variation –in strength of features, movement, etc.– (see Bosque, 1994; Laka, 1994; Haegeman, 1995; Zannuttini, 1997; among others).

1) Nadie (*no) abrió la puerta
Nobody NEG opened the door
'Nobody opened the door'.

2) Personne *( n)’a ouvert la porte

Nobody NEG has opened the door
'Nobody opened the door'.


This contrast is not only found across languages but also within dialects of one language (see Franco & Landa 2006 for Basque Spanish, for instance). In Corrientes – Argentine - Spanish (CS), a variety in contact with Guaraní, the negative clitic no can appear with a preverbal n-word, as shown in (3). Interestingly, the Standard Spanish (SS) variant without no is also accepted (4):

3) Nunca no nos pasó nada (D:164)

Never NEG us happened nothing
'Nothing ever happened to us.'

4) Nunca nos controlaron (D:237)
Never us check

‘They never checked on us’


We present new data which show that this variation exists not only within the same variety of Spanish, but within the same speaker as well. We propose a morphological account of the phenomenon which draws a parallelism between variation in the cooccurrence of a preverbal n-word and the negative clitic –to which we refer as negative doubling- and variation in direct object clitic doubling. Previous approaches seem ill suited to account for variation within the same speaker, since they would suggest speakers have two distinct grammars.
In order to determine the prevalence of negative doubling in the speech community, we conducted and analysed 12 sociolinguistic interviews, each an hour and a half long. The 12 native speakers of CS are distributed along the social categories of sex, age, social class and literacy. The analysis yielded a total of 134 tokens of standard preverbal negation and negative doubling. The results show that negative doubling has an overall rate of occurrence of 17% and that it is present in all layers of society, with women leading in the rate of its use (68%). Concerning the linguistic factors tested, analysis of specificity of the n-word indicates that while the standard variant can have either a specific (44%) or non-specific (56%) reference, negative doubling constructions are almost categorically specific (88%). Specificity, however, was difficult to test with tampoco ‘neither’ and ni ‘nor’.
Negative doubling emerges as the lack of complementarity in distribution of agreeing no and a preverbal n-word, just as clitic doubling is lack of complementarity between an argument DP and an agreeing clitic. We propose, in the spirit of Watanabe 2001, that no is the negative clitic which spells out the Neg head as default, that is, when the specifications of no other lexical items are met. In SS, the item ø rather than no is inserted when SpecNeg is filled. Under this view, the variation found in CS is not a difference in structure or feature strength, which would imply subject-internal variation in core syntax. Here the variation is reduced to variation on the specification of the lexical items ø and no, and is localized in the lexicon (Adger & Smith, 2002). Although of similar nature, this approach crucially differs from Franco & Landa’s (2006) in that it does not depend on their claim –proven wrong by data such as in (1)– that preverbal n-words are contrastively focused and receive main stress. This account can also capture the fact that negative doubling not only occurs with argumental n-words but with negative adverb tampoco ‘neither’ and conjunction ni ‘nor’.

La presencia docente en contextos online asincrónicos (escritos y orales) en el aprendizaje del español como segunda lengua.

Ana García-Allén

Este trabajo tiene como objetivo la creación y el análisis de una actividad de enseñanza-aprendizaje prevista en el diseño de un curso universitario de Español Lengua Extranjera (ELE). Para ello nos centraremos en tres ejes teóricos principalmente: por un lado la enseñanza-aprendizaje de Segundas Lenguas (L2) en entornos virtuales, más concretamente en la enseñanza-aprendizaje del Español como Lengua Extranjera en contextos online asincrónicos; por otro lado en los contextos on-line asincrónicos tanto orales como escritos y por último en la presencia docente en contextos online asincrónicos.

El objetivo principal de este proyecto de investigación es valorar por un lado, el uso de una determinada estructura gramatical en la expresión oral y escrita de los estudiantes y por otro la incidencia de la presencia docente en la adquisición y mejora de dichas estructuras .

Los resultados aportarán evidencias empíricas que proporcionan una mayor comprensión de la incidencia de la presencia docente en el aprendizaje de ELE en contextos online asincrónicos orales y escritos.

The acquisition of gender in the L2 Spanish of L1 Polish speakers

Ewelina Barski

This research investigates the acquisition of the abstract feature [gender] in second language (L2) Spanish. Previous research on the acquisition of gender found that gender was difficult to acquire resulting in persistent problems in agreement (Franceschina 2001; Hawkins 1998). Problems realizing gender have been attributed to ‘mapping’ problems where there is a mismatch between surface realizations and abstract feature properties (White et al. 2004). Spanish is a language that has a gender feature for nouns and gender agreement for determiners and adjectives a property of the grammar for which explicit instruction is received. However, viewing how L1 Polish speakers acquire gender in their L2 Spanish will be interesting since Polish also marks gender in demonstratives, nouns and adjectives. In order to investigate this issue, all Polish and Spanish speaking participants completed two tests: An oral production task and a picture-matching task. Currently, there are 14 L1 Polish speakers and 9 L1 Spanish speakers who have been tested. Preliminary results indicate that problems realizing gender are present even when the L1 also marks grammatical gender.