MARKEDNESS AND DIRECTIONALITY EFFECT IN THE LEARNING OF NULL SUBJECTS IN SPANISH AND BRAZILIAN PORTUGUESE
IMPLICATIONS FOR TEACHING
Keywords:
Markedness; Directionality Effect; Spanish; BP; Null SubjectsAbstract
This paper addresses directionality effects in the learning of null subjects in SpanishL1-BPL2 and BPL1-SpanishL2, from a parametric perspective (Chomsky, 1981; Roberts, 2019). Based on the results of an experimental study on the comprehension of 3Sg null subjects, I advocate for a teaching approach that considers learning evidence. Specifically, I demonstrate that markedness in null-subjects grammars influences learning in these pairs, and that the input and formal instruction can play specific roles in language development, depending on the L1 and L2.
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