Cadierno Teresa, Ibarretxe-Antuñano Iraide, Hijazo-Gascón Alberto
Department of Language and Communication, Center for Language Learning, University of Southern Denmark, Odense, Denmark.
Departmento de Lingüística y Literaturas Hispánicas, Instituto de Patrimonio y Humanidades, University of Zaragoza, Zaragoza, Spain.
Front Psychol. 2023 Jan 9;13:922682. doi: 10.3389/fpsyg.2022.922682. eCollection 2022.
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.
关于事件类型的跨语言研究表明，放置事件的语言概念化存在相当大的差异。以往关于第二语言习得的研究主要探讨了第二语言中放置动词的语义重新分类，但放置结构受到的关注较少。本研究通过考察丹麦语作为第二语言的西班牙语学习者（B1和B2水平）以及这两种语言的单语使用者所使用的结构，填补了这一空白。数据通过由口头视频描述组成的放置任务收集，然后根据其频率和结构分为六个主要的放置结构类别。学习者组的结果表明，在重构丹麦语第二语言中放置事件的表达时存在学习困难。与丹麦语母语数据相比，学习者：（i）更频繁地继续使用其西班牙语母语的基本放置结构；（ii）避免使用语义上更复杂的结构；（iii）使用的空间小品词更少；（iv）在为特定放置场景选择丹麦语第二语言合适的空间小品词时存在困难；（v）使用非致使移动结构。这些发现表明学习者创造了一种不同于各自母语和第二语言单语模式的语言概念化模式，从而为认为双语者的多语能力不同于两个单语者的多语能力的观点提供了进一步的实证支持。
