Qué nos dicen las correlaciones entre riqueza léxica y elaboración sintáctica en tres modos de adquisición : L1, L2 y adquisición de herencia
Palabras clave:
Resumen
Diversas teorías de adquisición y almacenamiento señalan conexiones léxico-sintácticas variables según el modo de adquisición. Se comparan aquí correlaciones entre riqueza léxica y elaboración sintáctica en tres adquisiciones del español: L1 monolingüe, L2 y aprendices de herencia. Se analizaron 85 redacciones usando medidas de riqueza léxica y complejidad sintáctica. Los tipos de adquisición revelan patrones distintos. Los aprendices L2 no mostraron correlaciones, los L1 monolingües presentaron correlaciones limitadas, principalmente entre diversidad léxica y precisión gramatical, y los hablantes de herencia exhibieron correlaciones más fuertes, en particular entre sofisticación léxica y elaboración sintáctica. Esto sugiere que las conexiones léxico-gramaticales emergen en niveles avanzados y varían según tipos de adquisición, con implicaciones pedagógicas.
Descargas
Altmetrics
Citas
Aalberse, Suzanne; Backus, Ad; y Muysken, Pieter (2019). Heritage Languages: A language contact approach, Ámsterdam, John Benjamins Publishing Company.
Aravena, Soledad; y Quezada, Domingo (2023). «La complejidad sintáctica y calidad de la escritura: estudio evolutivo en textos narrativos y explicativos de estudios secundarios», Lenguas Modernas, 61, pp. 25-51.
Araya, Claudia; Coloma, Carmen Julia; Quezada, Camilo; y Benavente, Paula (2023). «Development of clause complexity in children with specific language impairment/language development disorder: A longitudinal study», Children, 10, 7, 1152, https://doi.org/10.3390/children10071152.
Barnett, W. Steven; Yarosz, Donald J.; Thomas, Jessica; Jung, Kwanghee; y Blanco, Dulce (2007). «Two-way and monolingual English immersion in preschool education: An experimental comparison», Early Childhood Research Quarterly, 22, 3, pp. 277-293, https://doi.org/10.1016/j.ecresq.2007.03.003.
Barrett, Martyn (1996). «Early Lexical Development», en In Paul Fletcher y Brian MacWhinney (eds.), The Handbook of Child Language, Hoboken (Nueva Jersey), John Wiley y Sons, Ltd, pp. 361-392, https://doi.org/10.1111/b.9780631203124.1996.00015.x.
Bates, Elizabeth; y Goodman, Judith C. (1997). «On the inseparability of grammar and the lexicon: Evidence from acquisition, aphasia and real-time processing», Language and Cognitive Processes, 31, 1, pp. 19-29, https://doi.org/10.1080/016909697386628.
Belpoliti, Flavia; y Bermejo, Encarna (2019). Spanish Heritage Learners’ Emerging Literacy: Empirical Research and Classroom Practice, Abingdon (Reino Unido), Routledge, https://doi.org/10.4324/9781315646589.
Benedict, Helen (1979). «Early lexical development: Comprehension and production», Journal of Child Language, 6, 2, pp. 183-200, https://doi.org/10.1017/S0305000900002245.
Benedict, Ruth (1934). Patterns of culture, Boston (Massachussets), Houghton Mifflin.
Benmamoun, Elabbas; Montrul, Silvina; y Polinsky, Maria (2013). «Heritage languages and their speakers: Opportunities and challenges for linguistics», Theoretical Linguistics, 39, 3-4, pp. 129-181, https://doi.org/10.1515/tl-2013-0009.
Berman, Ruth A. (2004). Language Development across Childhood and Adolescence, Ámsterdam, John Benjamins Publishing.
Berton, Marco; y Sánchez, Laura (2023). «Effects of passive vocabulary knowledge and task type on lexical sophistication in L2 Spanish writing», en Irene Checa-García y Laura Marqués-Pascual (eds.), Current Perspectives in Spanish Lexical Development, Berlín/Boston (Massachussets), De Gruyter Mouton, pp. 161-185.
Berstein, Bernard (1973). Class, Codes and Control, Londres, Routledge y Keagan Paul.
Biber, Douglas; y Gray, Bethany (2010). «Challenging stereotypes about academic writing: Complexity, elaboration, explicitness», Journal of English for Academic Purposes, 9, 1, pp. 2-20, https://doi.org/10.1016/j.jeap.2010.01.001.
Bowles, Melissa A.; y Bello-Uriarte, Adrian (2019). «What Impact Does Heritage Language Instruction Have on Spanish Heritage Learners’ Writing?», en Masatoshi Sato y Sahwn Loewen (eds.), Evidence-Based Second Language Pedagogy, Nueva York/Ámsterdam, Routledge, pp. 219-239.?
Camus, Pablo; y Adrada-Rafael, Sergio (2015). «Spanish heritage language learners vs. L2 learners: What CAF reveals about written proficiency», EuroAmerican Journal of Applied Linguistics and Languages, 2, 2, artículo 2, https://doi.org/10.21283/2376905X.3.44.
Caselli, María Cristina; Bates, Elizabeth; Casadio, Paola; Fenson, Judi; Fenson, Larry; Sanderl, Lisa; y Weir, Judy (1995). «A cross-linguistic study of early lexical development», Cognitive Development, 10, 2, pp. 159-199, https://doi.org/10.1016/0885-2014(95)90008-X.
Checa García, Irene (2005). Medidas del desarrollo sintáctico en escolares almerienses (12 a 18 años): Hitos descriptivos y aportes metodológicos, Almería Ediciones Universidad de Almería.
Checa-García, Irene (2020). «Syntactic Elaboration Measures applied to Spanish Heritage Speakers: Preliminary results and some caveats», presentación leída en el 7th National Symposium on Spanish as a Heritage Language, Albuquerque (Nuevo México).
Checa-García, Irene (2024). «Sentence elaboration across languages: Is it really universal? A comparison of English and Spanish monolinguals and bilinguals», presentación leída en el 9th Symposium on Corpus Approaches to Lexicogrammar, Edgehill University.
Checa-García, Irene; y Marqués-Pascual, Laura (2020a). «Lexical Richness Measures in Spanish Heritage, Native and L2 Learners», 49th LASSO Conference, Virtual Meeting.
Checa-García, Irene; y Marqués-Pascual, Laura (2020b). «Where are relatively positioned Heritage Learners of Spanish when it comes to the lexicon? Lexical Richness Measures in Spanish heritage, native, and L2 learners», 49th Meeting of the Linguistic Association of the Southwest, Albuquerque (Nuevo México).
Checa-García, Irene; y Schafer, Austin (2023). «L1 to L2 lexical development transfer? A within subjects study on lexical richness measures», en Irene Checa-García y Laura Marqués-Pascual (eds.), Current Perspectives in Spanish Lexical Development, Berlín/Boston (Massachussets), De Gruyter Mouton, pp. 109-136.
Correia, Liliana; y Flores, Cristina. (2017). «The Role of Input Factors in the Lexical Development of European Portuguese as a Heritage Language in Portuguese–German Bilingual Speakers», Languages, 2, 4, artículo 4, https://doi.org/10.3390/languages2040030.
Crespo, Nina; Alvarado, Carola; Sepúlveda, Jeannette; y Figueroa-Leighton, Alejandra (2020). «El desarrollo típico y atípico de la subordinación en español. Estudio en dos poblaciones», Literatura y Lingüística, 41, pp. 353-381, http://dx.doi.org/10.29344/0717621x.41.2270.
Crossley, Scott A.; Cobb, Tom; y McNamara, Danielle S. (2013). «Comparing count-based and band-based indices of word frequency: Implications for active vocabulary research and pedagogical applications», System, 41, 4, pp. 965-981, https://doi.org/10.1016/j.system.2013.08.002.
Crowhurst, Marion (1980a). «Syntactic complexity in narration and argument at three grade levels», Canadian Journal of Education/Revue Canadienne de l’Éducation, 5, 1, pp. 6-13.
Crowhurst, Marion (1980b). «Syntactic complexity and teachers’ quality ratings of narrations and arguments», Research in the Teaching of English, 14, 3, pp. 223-231.
Cummins, James (1979). «Linguistic Interdependence and the educational development of bilingual children», Review of Educational Research, 49, pp. 222-251.
Dale, Edgar (1965). Vocabulary measurement: Techniques and major findings, Eugene, OR, University of Oregon, Center for the Advanced Study of Educational Administration.
Davies, Mark (2016). Corpus del Español: Two billion words, 21 countries [Dataset]. http://www.corpusdelespanol.org/web-dial/
De Clercq, Bastien; y Housen, Alex (2017). «A Cross-Linguistic Perspective on Syntactic Complexity in L2 Development: Syntactic Elaboration and Diversity», The Modern Language Journal, 101, 2, pp. 315-334, https://doi.org/10.1111/modl.12396.
Dewey, Dan P.; Clifford, Ray; y Cox, Troy L. (2015). «L1, L2, and cognitive development: Exploring relationships», en Jennifer Bown y Tony Brown (eds.), Theory and methods for development superior second language ability, Georgetown, Georgetown University Press, pp. 23-41.
Diessel, Holger (2017). «Usage-Based Linguistics», en Oxford Research Encyclopedia of Linguistics, https://doi.org/10.1093/acrefore/9780199384655.013.363.
Fairclough, Marta; y Belpoliti, Flavia. (2015). «Emerging literacy in Spanish among Hispanic heritage language university students in the USA: A pilot study», International Journal of Bilingual Education and Bilingualism, 19, 2, pp. 185-201, https://doi.org/10.1080/13670050.2015.1037718.
Fernández-Mira, Paloma; Morgan, Emily; Davidson, Sam; Yamada, Aaron; Carando, Agustina; Sagae, Kenji; y Sánchez-Gutiérrez, Claudia H. (2021). «Lexical diversity in an L2 Spanish learner corpus: The effect of topic-related variables», International Journal of Learner Corpus Research, 7, 2, pp. 230-258, https://doi.org/10.1075/ijlcr.20017.fer.
Fernández-Pérez, Milagros; y González-Pereira, Miguel (2023). «The role of the lexicon in language acquisition: An issue in need of study», en Irene Checa-García y Laura Marqués-Pascual (eds.), Current Perspectives in Spanish Lexical Development, Berlín/Boston (Massachussets), De Gruyter Mouton, pp. pp. 25-48, https://doi.org/10.1515/9783110730418.
Gaies, Stephen J. (1980). «T-Unit Analysis in Second Language Research: Applications, Problems and Limitations», TESOL Quarterly, 14, 1, pp. 53-60, https://doi.org/10.2307/3586808.
Goldberg, Adele; y Suttle, Laura (2010). «Construction grammar», WIREs Cognitive Science, 1, 4, pp. 468-477, https://doi.org/10.1002/wcs.22.
Goodrich, Mark J.; Fitton, Lisa; y Thayer, Lauren (2023). «Relations between oral language skills and English reading achievement among Spanish–English bilingual children: A quantile regression analysis», Annals of Dyslexia, 73, 1, pp. 6-28, https://doi.org/10.1007/s11881-022-00257-1.
Gutierrez-Clellen, Vera F. (1998). «Syntactic Skills of Spanish-Speaking Children With Low School Achievement», Language, Speech, and Hearing Services in Schools, 29, 4, pp. 207-215, https://doi.org/10.1044/0161-1461.2904.207.
Gutierrez-Clellen, Vera F.; y Hofstetter, Richard (1994). «Syntactic Complexity in Spanish Narratives», Journal of Speech, Language, and Hearing Research, 37, 3, pp. 645-654, https://doi.org/10.1044/jshr.3703.645.
Hancioğlu, Nilgün; Neufeld, Steven; y Eldridge, John (2008). «Through the looking glass and into the land of lexico-grammar», English for Specific Purposes, 27, 4, pp. 459-479, https://doi.org/10.1016/j.esp.2008.08.001.
Herrera Lima, María Eugenia. (1990). «Madurez sintáctica: un estudio comparativo», comunicación presentada al IX Congreso Internacional de ALFAL, Campinas, Brasil.
Hopper, Paul J. (2015). «An Emergentist Approach to Grammar», en Brian MacWhinney y William O’Grady (eds.), The Handbook of Language Emergence, Hoboken, John Wiley and sons, pp. 314-327, https://doi.org/10.1002/9781118346136.ch14.
Hunt, Kellog W. (1970). «Syntactic maturity in schoolchildren and adults», Monographs of the Society of Research in Child Development, 35, 1, pp. 1-61, https://pubmed.ncbi.nlm.nih.gov/5481031/.
Hur, Esther; Lopez Otero, Julio César; y Sanchez, Liliana (2020). «Gender Agreement and Assignment in Spanish Heritage Speakers: Does Frequency Matter?», Languages, 5, 4, artículo 4, https://doi.org/10.3390/languages5040048.
Jarvis, Scott (2002). «Short texts, best-fitting curves and new measures of lexical diversity», Language Testing, 19, 1, pp. 57-84, https://doi.org/10.1191/0265532202lt220oa.
Jiménez Catalán, Rosa María (2014). Lexical availability in English and Spanish as a second language, Ámsterdam, Springer Netherlands.
Karmiloff-Smith, Annette (1986). «Some fundamental aspects of language development after age 5», en Paul Fletcher y Michael Garman (ed.), Language Acquisition: Studies in First Language Development, Cambridge, Cambridge University Press, pp. 455-474.
Kyle, Kristopher (2019). «̒Measuring Lexical Richness», en Scott Webb (ed.), The Routledge Handbook of Vocabulary Studies, Abingdon (Reino Unido), Routledge, pp. 454-476.
Kyle, Kristopher; y Crossley, Scott A. (2015). «̒Automatically Assessing Lexical Sophistication: Indices, Tools, Findings, and Application», TESOL Quarterly, 49, 4, pp. 757-786, https://doi.org/10.1002/tesq.194.
Kyle, Kristopher; y Crossley, Scott A. (2018). «̒Measuring Syntactic Complexity in L2 Writing Using Fine-Grained Clausal and Phrasal Indices», The Modern Language Journal, 102, 2, pp. 333-349, https://doi.org/10.1111/modl.12468.
LaBrant, Lou L. (1934). «̒The changing sentence structure of children», The Elementary English Review, 11, 3, pp. 59-86.
Langacker, Ronald. W. (2008). Cognitive grammar: A basic introduction, Oxford, Oxford University Press.
Larsen-Freeman, Diane (1978). «An ESL Index of Development», TESOL Quarterly, 12, 4, pp. 439-448, https://doi.org/10.2307/3586142.
Laufer, Batia y Nation, Paul (1995). «Vocabulary Size and Use: Lexical Richness in L2 Written Production», Applied Linguistics, 16, pp. 307-322, https://doi.org/10.1093/applin/16.3.307.
Lenhart, Michelle H.; Timler, Geralyn R.; Pavelko, Stacey L.; Bronaugh, Dannette A.; y Dudding, Carol C. (2022). «Syntactic complexity across language sampling contexts in school-age children, ages 8-11 years», Language, Speech, and Hearing Services in Schools, 53, 4, pp. 1168-1176, https://doi.org/10.1044/2022_LSHSS-21-00187.
Long, Michael H. (1990). «Maturational Constraints on Language Development», Studies in Second Language Acquisition, 12, 3, pp. 251-285, https://doi.org/10.1017/S0272263100009165.
López Morales, Humberto (1994). «Índices de complejidad sintáctica y memoria inmediata», REALE. Revista de Estudios de Adquisición de la Lengua Española, 1, pp. 85-105, http://hdl.handle.net/10017/7331.
López Ornat, Susana; Fernández, Almudena; Gallo, Pilar; y Mariscal, Sonia (1994). La adquisición de la lengua española, Madrid, Siglo XXI.
MacWhinney, Brian (2000). The CHILDES Project. Tools for Analyzing Talk, Mahwah (Nueva Jersey), Lawrence Earlbaum Associates.
Marqués-Pascual, Laura; y Checa-García, Irene (2023). «Lexical development of Spanish heritage and L2 learners in a study abroad setting», Study Abroad Research in Second Language Acquisition and International Education, 8, 1, pp. 115-141, https://doi.org/10.1075/sar.21012.mar.
Matthews, Peter (2008). «The scope of valency in grammar», en Thomas Herbst y Katrin Götz-Votteler (eds.), Valency: Theoretical, Descriptive and Cognitive Issues, Berlín/Boston (Massachussets), De Gruyter Mouton, pp. 3-14, https://doi.org/10.1515/9783110198775.1.3.
Montrul, Silvina (2010). «How similar are adult second language learners and Spanish heritage speakers? Spanish clitics and word order», Applied Psycholinguistics, 31, 1, pp. 167-207, https://doi.org/doi:10.1017/S014271640999021X.
Montrul, Silvina; y Bowles, Melissa (2009). «Back to basics: Incomplete knowledge of Differential Object Marking in Spanish heritage speakers», Bilingualism: Language and Cognition, 12, 3, pp. 363-383, https://doi.org/10.1017/S1366728909990071.
Montrul, Silvina; Foote, Rebecca; y Perpiñán, Silvia (2008). «Gender Agreement in Adult Second Language Learners and Spanish Heritage Speakers: The Effects of Age and Context of Acquisition», Language Learning, 58, 3, pp. 503-553, https://doi.org/10.1111/j.1467-9922.2008.00449.x.
Montrul, Silvina; y Ionin, Tania (2012). «Dominant Language Transfer in Spanish Heritage Speakers and Second Language Learners in the Interpretation of Definite Articles», The Modern Language Journal, 96, 1, pp. 70-94, https://doi.org/10.1111/j.1540-4781.2012.01278.x.
Montrul, Silvina; y Perpiñán, Silvia. (2011). «Assessing Differences and Similarities between Instructed Heritage Language Learners and L2 Learners in Their Knowledge of Spanish Tense-Aspect and Mood (TAM) Morphology», Heritage Language Journal, 8, 1, pp. 90-133, https://doi.org/10.46538/hlj.8.1.5.
Montrul, Silvina; y Sánchez-Walker, Noelia (2013). «Differential Object Marking in Child and Adult Spanish Heritage Speakers», Language Acquisition, 20, 2, pp. 109-132, https://doi.org/doi-org.libproxy.uwyo.edu/10.1080/10489223.2013.766741.
Nippold, Marilyn A. (2002). «Lexical learning in school-age children, adolescents, and adults: A process where language and literacy converge», Journal of Child Language, 29, 2, pp. 449-488, https://doi.org/10.1017/S0305000902275340.
Nippold, Marilyn A.; Cramond, Paige M.; y Hayward-Mayhew, Christine (2014). «Spoken language production in adults: Examining age-related differences in syntactic complexity», Clinical Linguistics & Phonetics, 28, 3, pp. 195-207.
Norris, John M., y Ortega, Lourdes (2009). «Towards an Organic Approach to Investigating CAF in Instructed SLA: The Case of Complexity», Applied Linguistics, 30, 4, pp. 555-578, https://doi.org/10.1093/applin/amp044.
Ortega, Lourdes (2003). «Syntactic Complexity Measures and their Relationship to L2 Proficiency: A Research Synthesis of College level L2 Writing», Applied Linguistics, 24, 4, pp. 492-518, https://doi.org/10.1093/applin/24.4.492.
Owens, Robert E. (2001). Language development: An introduction, Boston (Massachussets), Allyn y Bacon, 5.ª ed.
Racine, John P. (2018). «Lexical approach», en John I. Liontas (ed.), The TESOL encyclopedia of English language teaching. Vol. II. Approaches and methods in English for speakers of other languages, Hoboken, Wiley Online Library, pp. 1-7.
Rokoszewska, Katarzyna (2021). «Accuracy and complexity as connected growers in L2 English speech at secondary school–a case study of a good, average, and poor language learner», Neofilolog, 56, 1, pp. 71-90, https://doi.org/10.14746/n.2021.56.1.6.
Sánchez Abchi, Veronica Soledad; y de Mier, Mariela Vanesa (2017). «Syntactic Complexity in Narratives Written by Spanish Heritage Speakers», VIAL, 14, pp. 125-148, https://revistas.uvigo.es/index.php/vial/article/view/83.
Schwartz, Ana María (2005). «Exploring Differences and Similarities in the Writing Strategies Used by Students in SNS Courses», en Luis A. Ortiz López y Manel Lacorte (eds.), Contactos y contextos lingüísticos: El español en los Estados Unidos y en contacto con otras lenguas, Madrid/Fráncfort del Meno, Iberoamericana/Vervuert, pp. 323-333.
Sinclair, John (2004). «Lexical grammar», en John Sinclair y Ronald Carter (eds.), Trust the Text. Language, corpus and discourse, Londres/Nueva York, Routledge, pp. 121-134.
Thorndike, Edward Lee (1921). The teacher’s word book, Nueva York, Teachers College, Columbia University.
Torres González, Antonia Nelsi (1996). Complejidad sintáctica en estudiantes de Tenerife, Santa Cruz de Tenerife, Centro de la cultura popular canaria.
Tong, Fuhui; Lara-Alecio, Rafael; Irby, Beverly; Mathes, Patricia; y Kwok, Oi-Man (2008). «Accelerating Early Academic Oral English Development in Transitional Bilingual and Structured English Immersion Programs», American Educational Research Journal, 45, 4, pp. 1011-1044, https://doi.org/10.3102/0002831208320790.
Tracy-Ventura, Nicole; Huensch, Amanda M.; y Mitchell, Rosamond (2021). «Understanding the long-term evolution of L2 lexical diversity: The contribution of a longitudinal learner corpus», en Bert Le Bruyn y Magali Paquot (eds.), Learner Corpus Resarch Meets Second Language Acquisition. Cambridge, Cambridge University Press, pp. 148-171, https://doi.org/10.1017/9781108674577.008.
Valdés, Guadalupe (1995). «The Teaching of Minority Languages as Academic Subjects: Pedagogical and Theoretical Challenges», The Modern Language Journal, 79, 3, pp. 299-328, https://doi.org/10.1111/j.1540-4781.1995.tb01106.x.
Valdés, Guadalupe (2005). «Bilingualism, Heritage Language Learners, and SLA Research: Opportunities Lost or Seized?», The Modern Language Journal, 89, 3, pp. 410-426, https://www.jstor.org/stable/3588667.
Vázquez, Irma (1991). «Índices de madurez sintáctica en estudiantes puertorriqueños de escuela superior», en Humberto López Morales (ed.), La enseñanza del español como lengua materna, Río Piedras, Universidad de Puerto Rico, pp. 145-154.
Véliz de Vos, Mónica (1999). «Complejidad sintáctica y modo del discurso», Estudios Filológicos, 34, pp. 181-190, http://dx.doi.org/10.4067/S0071-17131999003400013.
Watkins, Ruth V.; Kelly, Donna J.; Harbers, Heidi M.; y Hollis, Wendy (1995). «Measuring children’s lexical diversity: Differentiating typical and impaired language learners», Journal of Speech, Language, and Hearing Research, 38, 6, pp. 1349-1355, https://doi.org/10.1044/jshr.3806.1349.
Zyzik, Eve (2016). «Toward a Prototype Model of the Heritage Language Learner. Understanding Strengths and Needs», en Marta Fairclough y Sara M. Beaudrie (eds.), Innovative Strategies for Heritage Language Teaching. A practical Guide for the Classroom, Georgetown, Georgetown University Press, pp. 19-38.
Derechos de autor 2025 Irene Checa-Garcia
Esta obra está bajo licencia internacional Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0.
Al remitir una propuesta, el/la autor/a acuerda con los términos siguientes:
a) El/la autor/a conserva los derechos de autor y cede a la revista el derecho de primera publicación de la obra.
b) Los textos se difundirán con la licencia de reconocimiento Creative Commons 4.0. BY-NC-SA que permite a terceros recombinar, retocar y desarrollar la obra para fines no comerciales, siempre y cuando reconozcan la autoría y licencien sus creaciones nuevas bajo condiciones idénticas.
