Niños bilingües español-neerlandés en Ámsterdam y en Mallorcaevidencia de la importancia del input y del contexto en la adquisición del género gramatical en español

  1. Héctor Cruz Rico 1
  2. Elisabeth Mauder 2
  3. Lluis Barceló-Coblijn 3
  4. María del Carmen Parafita Couto 2
  1. 1 Universidad de Málaga
    info

    Universidad de Málaga

    Málaga, España

    ROR https://ror.org/036b2ww28

  2. 2 Leiden University
    info

    Leiden University

    Leiden, Holanda

    ROR https://ror.org/027bh9e22

  3. 3 Universitat de les Illes Balears
    info

    Universitat de les Illes Balears

    Palma, España

    ROR https://ror.org/03e10x626

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Revista:
Revista Nebrija de Lingüística aplicada a la enseñanza de Lenguas

ISSN: 1699-6569

Ano de publicación: 2021

Volume: 15

Número: 30

Páxinas: 14-38

Tipo: Artigo

DOI: 10.26378/RNLAEL1530440 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Revista Nebrija de Lingüística aplicada a la enseñanza de Lenguas

Resumo

This study examines Spanish gender in two groups of Spanish-Dutch bilingual children who share the same languages but differ in which one is their heritage language: a group of 10 Spanish heritage speaking children (ages 8-10) and 10 Dutch heritage speaking children (ages 8-11). These two languages have a binary grammatical gender system: while Spanish distinguishes between masculine and feminine gender, Dutch distinguishes between common and neuter. Results from an elicitation task show that the Dutch heritage speaking children performed better and that the Spanish heritage speaking children tended to extend the masculine form, and they also had more problems with feminine and non-canonical nouns. The study highlights the important role of both input and linguistic context, both essential factors in the acquisition of linguistic features, in this case, grammatical gender.

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Fonte de datos: Dialnet