{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/115383"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/115383","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The reassembly of verbal and nominal morphosyntactic features by novice L1 English-L2 Spanish learners","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-11-11 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-11-11 without embargo terms","abstract_has_math":false,"creators":["Yarrington, Kara Marie"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Spanish","degree_department":null,"school":null,"contributors":["Montrul, Silvina","Bowles, Melissa A","MacDonald, Jonathan E","Yan, Xun"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-05","date_published":"2022-05","updated_at":"2026-07-22T22:24:54Z","subjects":["Spanish","Second Language Acquisition","Syntax","Oral Development"],"languages":["en","eng"],"rights":["Copyright 2022 Kara Yarrington"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/115383","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Montrul, Silvina","Bowles, Melissa A","MacDonald, Jonathan E","Yan, Xun"]},{"key":"dc:creator","label":"Author","values":["Yarrington, Kara Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-05","2022-04-08"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Spanish"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Spanish","Second Language Acquisition","Syntax","Oral Development"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2022 Kara Yarrington"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/115383"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-11-11 without embargo terms","The student, Kara Yarrington, accepted the attached license on 2022-04-06 at 16:08.","The student, Kara Yarrington, submitted this Dissertation for approval on 2022-04-06 at 16:26.","This Dissertation was approved for publication on 2022-04-08 at 16:09.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17600 on 2022-11-11 at 13:04:54","Adult 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. Seventeen 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. Consistent 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."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The reassembly of verbal and nominal morphosyntactic features by novice L1 English-L2 Spanish learners"]}]}],"canonical_facts":{"dc:contributor":["Montrul, Silvina","Bowles, Melissa A","MacDonald, Jonathan E","Yan, Xun"],"dc:creator":["Yarrington, Kara Marie"],"dc:date":["2022-05","2022-04-08"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-11-11 without embargo terms","The student, Kara Yarrington, accepted the attached license on 2022-04-06 at 16:08.","The student, Kara Yarrington, submitted this Dissertation for approval on 2022-04-06 at 16:26.","This Dissertation was approved for publication on 2022-04-08 at 16:09.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17600 on 2022-11-11 at 13:04:54","Adult 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. Seventeen 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. Consistent 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."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/115383"],"dc:language":["en","eng"],"dc:rights":["Copyright 2022 Kara Yarrington"],"dc:subject":["Spanish","Second Language Acquisition","Syntax","Oral Development"],"dc:title":["The reassembly of verbal and nominal morphosyntactic features by novice L1 English-L2 Spanish learners"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Spanish"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:54Z"}