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Differential Object Marking (DOM) in monolingual and bilingual speakers: comparing competences
Universidad de las Islas Baleares, España
The purpose of this presentation is to contribute a more nuanced understanding of the acquisition of the Spanish Differential Object Marking, especially concerning morpho-phonological a marking in Sequential and Simultaneous child heritage speakers of English and Brazilian Portuguese in adulthood. Much work on Spanish Differential Object Marking (DOM) has shown the complexity and the resulting difficulties of its acquisition in multiple language scenarios and language combinations. Most studies, however, deal with early or late bilinguals with the language combination English-Spanish. Existing HS and SLA literature on DOM has focused on speciﬁc language combinations (i.e., those with differing syntactic conﬁgurations) in an attempt to answer questions regarding adult accessibility to Universal Grammar (UG) and/or “complete” (Kupisch and Rothman, 2016) and “non-complete” (Montrul, 2016) accounts.
Based on the findings from several experimental studies in which the same linguistic tasks (i.e., a grammaticality judgment and completion task) were conducted with L1 Spanish monolingual speakers from Spain, English-Spanish bilingual HS living in the UK and Brazilian Portuguese-Spanish bilingual HS of Spanish living in Brazil, all matched for their socioeconomic and education factors with the help of a detailed ethnolinguistic questionnaire, I observed for all the semantic features related to DOM that contrary to current research in HAS (i.e., non-complete accounts), the children and adult heritage speakers perform like monolingual L1 speakers regardless of the language pair and/or realization (or non-realization) of DOM in one of the languages, generally outperforming the L2 learners (Guijarro-Fuentes, 2012).