Publikation: Grammatical gender and markedness in the nominal domain : evidence from heritage bilingualism
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The present dissertation, embedded in the field of heritage language (HL) bilingualism, investigates grammatical gender (hereafter, gender) agreement within the nominal domain with a focus on morphological markedness in three groups of adult speakers: heritage speakers (HSs) of Italian living in Germany; people who grew up monolingually with German as their only language and learned Italian as an additional language (non-native late learners); and homeland native speakers of Italian who were raised monolingually in Italy. Previous studies on the acquisition of gender have found significant variability in adult HSs’ performance on gender agreement and it has been argued that this divergence derives from various sources including incomplete acquisition or arrested development during childhood (e.g., Montrul, 2008, 2016), language attrition with the majority/dominant language (e.g., Polinsky, 2011, 2018), reconfiguration of gender fea- tures (e.g., Scontras et al., 2018), or differential language input (e.g., Kupisch & Rothman, 2018; Rothman, 2007). Nonetheless, in the literature, we find examples showing how gender can be vulnerable but also robust in some HSs’ grammars (Alarcón, 2011, 2020; Bianchi, 2013; Foote, 2011; Fuchs, 2019, 2021, 2022; Hur et al., 2020; Irizarri Van Suchtelen, 2016; Keating, 2022; Kupisch et al., 2013; Montrul, 2002, 2008; Montrul et al., 2008; Polinsky, 2018; Van Osch et al., 2014) leaving open the question which factors affect the different outcomes attested in the literature. The answer to this question could be multifaceted if we consider the many factors— linguistic and extra-linguistic—that come into play in relation to gender and HLs: for example, morphological markedness and reliance on defaults, degree of transparency of the HL, different experimental methods tapping into HSs’ implicit and explicit knowledge; variability in HL proficiency; the age of onset of bilingualism; patterns of HL use and exposure; geographical context of acquisition; naturalistic acquisition vs. classroom environment. The present thesis attempts to fill this gap and provides insights into language-related factors as well as focusing on the interaction of different extra-linguistic variables. Participants’ behavior is compared in terms of reading times and accuracy during online processing and offline judgments in comprehension and oral production. The language combination Italian-German of the HSs in the study not only makes a novel contribution to the ongoing research on HL bilingualism but also provides a deeper understanding of the role of the language combination in the acquisition of gender. Furthermore, the comparison between HSs and non-native late learners informs us on the extent to which the different timing (early vs. later), the context of acquisition (naturalist vs. classroom), as well as diverse bilingual experiences, may be critical factors in the development of the ability to use and master gender in adulthood. In addition, three types of methods—an online self-paced reading task, an offline grammaticality judgment task, and an elicited production task—were used to investigate whether specific error patterns in HSs emerge due to the type of task (comprehension vs. production), the modality and knowledge we are tapping into (online—implicit knowledge vs. offline—explicit knowledge). Thus, the dissertation also contributes unique data to understand whether HSs’ variability in performance on gender is due to processing difficulty associated with the task itself, or due to a different representation of gender, which, if so, will be evident in all the three different tasks.
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DI PISA, Grazia, 2023. Grammatical gender and markedness in the nominal domain : evidence from heritage bilingualism [Dissertation]. Konstanz: University of KonstanzBibTex
@phdthesis{DiPisa2023-08-08Gramm-67576, year={2023}, title={Grammatical gender and markedness in the nominal domain : evidence from heritage bilingualism}, author={Di Pisa, Grazia}, address={Konstanz}, school={Universität Konstanz} }
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The language combination Italian-German of the HSs in the study not only makes a novel contribution to the ongoing research on HL bilingualism but also provides a deeper understanding of the role of the language combination in the acquisition of gender. Furthermore, the comparison between HSs and non-native late learners informs us on the extent to which the different timing (early vs. later), the context of acquisition (naturalist vs. classroom), as well as diverse bilingual experiences, may be critical factors in the development of the ability to use and master gender in adulthood. In addition, three types of methods—an online self-paced reading task, an offline grammaticality judgment task, and an elicited production task—were used to investigate whether specific error patterns in HSs emerge due to the type of task (comprehension vs. production), the modality and knowledge we are tapping into (online—implicit knowledge vs. offline—explicit knowledge). 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