The Interaction between Lexical-Semantics and Morphosyntax - A Study on the Development of Verbal Forms in L1 and L2 Spanish

Aug 22, 2026

Upload by Paura

Examines how Spanish verbal forms develop when learners acquire language through lexical-semantic and morphosyntactic interaction. The study compares L1 and L2 knowledge using identical methods, focusing on telic/atelic and preterite/imperfect combinations and their production and comprehension. Findings indicate that comprehension delays in specific L2 forms may not stem from early functional feature selection failures. Instead, difficulties may arise at the interface where properties must be integrated, motivating broader L1–L2 comparison using the same methodology.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages13

Reading Time33 min

AccessFree to download

Introduction

Spanish Lexical and Grammatical Aspectual Properties

Research Design and Main Research Question

Interface Between Lexical-Semantics and Morphosyntax

The Interaction between Lexical-Semantics and Morphosyntax: A Study on the Development of Verbal Forms in L1 and L2 Spanish Miren Hodgson Catawba College 1. Introduction It is well known that L2 learners differ from L1 learners in the acquisition of the target language. One of the areas of the grammar in which L2 learners exhibit variability is in the production of verbal morphology, in particular, tense and agreement markings are often found to be optional in L2 data. The contrast in attainment between L1 and L2 has led some researchers to propose that the variability found in L2 grammar is the result of some form of impairment in the functional category domain (Hawkins and Chan, 1997; Eubank, 1993; Meisel, 1997; among others) . Others have argued that the interlanguage grammar of L2 learners contains abstract functional categories and features, as shown by the manifestation of syntactic operations, such as verb-raising, case-assignment, presence/absence of null subjects that the L2 learners demonstrate (Grondin and White, 1996; Lardier 1998; Prevost and White, 2000; among others) . More recently, research in L2 has shown that aspects of grammar that require the integration of two linguistic systems, such as syntax and semantics, and syntax and discourse, are more difficult to acquire than properties of the grammar that are within one linguistic system (Sorace 2004, 2005; Tsimpli & Sorace 2006; among others) . The present study continues this line of research by investigating L1 and L2 knowledge of the interaction between lexical-semantics and morphosyntax of Spanish verbal forms using the same methods in both groups of learners. In particular, the study examines the production and comprehension of (telic + preterite), (telic+ imperfect), (atelic + preterite), and (atelic+imperfect) . The main research question the study addresses is, to what extent is the development of verbal forms (similar) or different in L2 from L1 when identical methodology is used in both groups? The study shows that linguistic deficiencies found in the comprehension of certain verbal forms in L2 might not be the result of feature values not selected in early childhood since both, child L1 and adults L2 show similar linguistic delay patterns. Instead, it appears that lack of knowledge of how properties interact atthe interface between lexical semantics and morphosyntax might be the cause of the comprehension delay. The broader aim of the study is to contribute to theoretical accounts on the interface between lexical-semantics and morphosyntax from an acquisition perspective that includes L1 and L2 . The study also suggests the need to compare developmental patterns between L1 and L2 by using the same methodology with both types of learners. This article is divided as follows. Section 2 presents background on Spanish lexical and grammatical aspect. Section 3 introduces a brief summary on previous studies on the production and comprehension of verbal morphology in L1 and L2 . The predictions for the current study are introduced in section 4. The study is presented in section 5. Section 6 presents the results, and section 7 discusses the data and concludes the study. © 2009 Miren Hodgson. Proceedings of the 3rd Conference on Generative Approaches to Language Acquisition North America (GALANA 2008), ed. Jean Crawford et al. , 64-75. Somerville, MA: Cascadilla Proceedings Project. 65 2. Spanish Lexical and Grammatical Aspectual Properties The lexical aspectual properties expressed in Spanish verbs can be described as contrasting sets. A verb can be telic or atelic, stative or dynamic, instantaneous or durative. However, the properties that distinguish the telic/atelic contrasting set have been regarded as the basic semantic feature determining the lexical aspectual properties of a verb and a predicate (Dowty 1986; Smith 1991, 1997; Verkuyl 1993) . A predicate is telic when the event that it denotes reaches its point of culmination (e.g.,

FAQs

What is the main research question about Spanish verbal forms?

The study asks how the development of verbal forms in L2 differs from or matches L1 when the same methodology is used for both groups of learners.

Which Spanish verbal form categories does the study examine?

It focuses on telic+preterite, telic+imperfect, atelic+preterite, and atelic+imperfect, assessing both production and comprehension.

Why might L2 learners show comprehension delays for certain verbal forms?

The study suggests delays may not reflect incorrect early feature selection, but rather difficulty in understanding how properties interact at the lexical-semantics–morphosyntax interface.

Aug 22, 2026

Upload by Paura