By Samuel A. Navarro Ortega
This e-book offers a singular research of the training of movement occasion descriptions through Anglophone scholars of Spanish. the writer examines cross-linguistic changes among English and Spanish, concentrating on the verbal styles of movement occasions, to discover how newcomers triumph over an entrenched first-language choice to maneuver towards the lexicalization trend of the extra language. His findings spotlight the sluggish nonlinear method Anglophones traverse to obtain and bring form-meaning mappings describing movement in Spanish. the writer means that as movement occasion descriptions usually are not usually the point of interest of specific guideline, scholars research this idea basically from publicity to Spanish. Given its interdisciplinary nature, this booklet could be of curiosity to researchers operating in Hispanic linguistics, cognitive semantics, and Spanish language studying and teaching.
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Additional resources for Comprehending and Speaking about Motion in L2 Spanish: A Case of Implicit Learning in Anglophones
In this example, the manner of motion is marked by the prepositional phrase in a hurry. In example (7b), the directionality of the intransitive path verb go is further elaborated by the preposition through, whose nominal complement the tunnel indicates ground. Finally, (7c) is a case of a path intransitive bare verb because the verb leave appears in utterance final position. Moreover, there is no postverbal construction adding information about ground or manner. The following are a few examples of path verbs in English: enter, exit, ascend, descend, cross, pass, circle, advance, proceed, approach, arrive, depart, return, join, separate, part, rise, leave, near, and follow.
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The learners were counterbalanced to complete a receptive task and a production task described in Chaps. 6 and 7 respectively. From an acquisition point of view, this study was cross-sectional (Gass & Selinker, 2008) as it incorporated L2 learners completing Spanish classes with substantially different goals and objectives which were, however, tested once at a specific point in time. The absence of explicit instruction on the meaning-form mapping of motion verbs in Spanish, either during the experimental phase or as teachable content in the programme curriculum, made this an investigation into implicit learning.