[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-564900-105":53,"doc-detail-564900-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","the-reassembly-of-verbal-and-nominal-morphosyntactic-features-by-novice-l1-english-l2-spanish-learners-dissertation","THE REASSEMBLY OF VERBAL AND NOMINAL MORPHOSYNTACTIC FEATURES BY NOVICE L1 ENGLISH-L2 SPANISH LEARNERS - Dissertation","","Adult first language (L1) English learners of Spanish show near-ceiling accuracy for some morphosyntactic properties, including verb [Person] and [Number], while other properties—such as [Aspect] in copulas (ser/estar) and [Person] and [Gender] in nouns—remain high but not near-ceiling. Prior work rarely tracks how novice learners’ accuracy develops longitudinally during early learning stages. This study follows beginning learners across a 15-week course using five oral-production tasks targeting verbal and nominal features.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":46,"@type":70,"position":76},"https://docshare.wps.com/template/paper-templates/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/the-reassembly-of-verbal-and-nominal-morphosyntactic-features-by-novice-l1-english-l2-spanish-learners-dissertation/564900/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/the-reassembly-of-verbal-and-nominal-morphosyntactic-features-by-novice-l1-english-l2-spanish-learners-dissertation/564900.png","ImageObject",442,249,{"name":88,"@type":89},"miaandmiso","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-15","2026-10-12",true,{"@type":98,"interactionType":99,"userInteractionCount":9},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What morphosyntactic features does the dissertation focus on?","Question",{"text":108,"@type":109},"It examines verbal and nominal morphosyntactic features, including verb [Person] and [Number], copula-related [Aspect] (ser/estar), and noun-related [Gender] and agreement.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"How was oral production data collected?",{"text":113,"@type":109},"Seventeen students in an intensive beginner Spanish course completed five oral-production tasks across three 1.5-hour sessions spanning a 15-week semester.",{"name":115,"@type":106,"acceptedAnswer":116},"What patterns of accuracy change were observed over time?",{"text":117,"@type":109},"Participants showed strong accuracy for finite and nonfinite verbs and for [Number] on noun modifiers, while they struggled with [Gender] assignment and agreement; error rates generally did not change across the semester.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},564900,1792053445,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":45,"category_name":46,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":9,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":135,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":140,"read_time":141},7971478544854,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","THE REASSEMBLY OF VERBAL AND NOMINAL MORPHOSYNTACTIC FEATURES BY NOVICE L1 ENGLISH-L2 SPANISH LEARNERS  \nBY  \nKARA MARIE YARRINGTON  \nDISSERTATION  \nSubmitted in partial fulfillment of the requirements  \nfor the degree of Doctor of Philosophy in Spanish  \nin the Graduate College of the  \nUniversity of Illinois Urbana-Champaign, 2022  \nUrbana, Illinois  \nDoctoral Committee:  \nProfessor Silvina Montrul, Chair  \nProfessor Melissa A. Bowles  \nAssociate Professor Jonathan E. MacDonald  \nAssistant Professor Xun Yan  \nABSTRACT  \nAdult first language (L1) English speakers who are advanced second language (L2) learners of Spanish demonstrate near-ceiling levels of accuracy for some features of Spanish, such as [Person] and [Number] for verbs (McCarthy, 2012; Rodgers, 2011) . While for other features, such as [Aspect] for copulas (i.e. ser and estar), and [Person] and [Gender] in nouns, advanced L2 Spanish learners reach high but not near-ceiling levels of accuracy (Alarcón, 2010; Foote, 2014; Pérez-Leroux, Álvarez, & Battersby, 2010; Perpiñán, 2014) . However, little research has been done to longitudinally investigate novice learners’ progression during their beginning stages of language learning to measure the initial accuracy levels of their oral production with such features and monitor any changes in their accuracy across time.  \nSeventeen students in an intensive, beginner-level Spanish course participated in three 1.5-hour sessions across a 15-week semester. They completed five tasks eliciting oral production in their L2 Spanish including story recall, storytelling, picture description, the 20 Questions Game, and an informal interview. The tasks targeted verbal and nominal features to track acquisition of those features and longitudinal accuracy development.  \nConsistent with the proposal of the Feature Reassembly Hypothesis (FRH) (Lardiere, 2000; 2008; 2009) , participants correctly used finite and nonfinite verbs above 90% across all sessions, began to reassemble [Aspect] from the copula ser to the correct copula estar, correctly used [Number] on noun modifiers above 89% in all sessions, and struggled with [Gender] assignment and agreement on noun modifiers. Error rates for the most part did not change over the course of the semester. This research provides insight into the longitudinal development of novice L2 language learners’ oral morphosyntax.  \nACKNOWLEDGMENTS  \nI would like to thank my advisor, Professor Silvina Montrul, for her continued support and guidance for this project from its inception to its completion. I would also like to acknowledge the assistance of Professor Melissa Bowles, who was my advisor during my first two years of my PhD and an integral part of my committee. Furthermore, I would like to thank Associate Professor Jonathan MacDonald, whose insight into theoretical syntax was crucial for the development of this dissertation, and Assistant Professor Xun Yan whose guidance on language testing research was invaluable.  \nIn addition to my committee, I would like to thank Ms. Melanie Waters for her continued patience, friendship, and assistance with implementing my project across multiple semesters in the Introductory Spanish Program. I am also very grateful to my research assistants who spent countless hours administering, transcribing, and coding the data for this project. They include:  \nKathleen Flores, Kristi Isola, Lizbeth Munoz Cortes, Amanda Oversen, Madalyn Velisaris, and Luis Villagomez.  \nMany fellow PhD students assisted in various ways throught the course of my canditature, and to them I am forever grateful. Among them are Almike Vázquez Lozares and Lucía Sánchez, whose voices, native intutions and knowledge of Spanish syntax were crucial forme to create this project. Thank you for your patience in responding to all of my questions!  \nThis dissertation could not have been completed without the help of the many participants who provided their time and voices, but who must remain anonymous. The ","cbCaiuVFrQL1in0e","https://ap.wps.com/l/cbCaiuVFrQL1in0e","pdf",2598415,292,"English","# 1 INTRODUCTION\n# 2 VERBAL MORPHOLOGY\n# 3 SER AND ESTAR\n# 4 NOUN PHRASE\n# 5 METHODOLOGY\n# 6 RESULTS\n# 7 DISCUSSION\n# 8 REFERENCES\n# APPENDIX A: LANGUAGE BACKGROUND QUESTIONNAIRE\n# APPENDIX B: CAN-DO STATEMENTS\n# APPENDIX C: ELICITED IMITATION TASKS\n# APPENDIX D: LITTLE RED RIDING HOOD TASKS","[{\"question\":\"What morphosyntactic features does the dissertation focus on?\",\"answer\":\"It examines verbal and nominal morphosyntactic features, including verb [Person] and [Number], copula-related [Aspect] (ser/estar), and noun-related [Gender] and agreement.\"},{\"question\":\"How was oral production data collected?\",\"answer\":\"Seventeen students in an intensive beginner Spanish course completed five oral-production tasks across three 1.5-hour sessions spanning a 15-week semester.\"},{\"question\":\"What patterns of accuracy change were observed over time?\",\"answer\":\"Participants showed strong accuracy for finite and nonfinite verbs and for [Number] on noun modifiers, while they struggled with [Gender] assignment and agreement; error rates generally did not change across the semester.\"}]","THE REASSEMBLY OF VERBAL AND NOMINAL MORPHOSYNTACTIC FEATURES BY NOVICE L1 ENGLISH-L2 SPANISH LEARNERS - Dissertation | PDF",1791844949,102]