The Acquisition of Spanish Gender Marking in the Writing of Heritage and Second Language Learners: Evidence from the Language Classroom

In: Heritage language journal, Band 15, Heft 2, S. 242-267

Abstract

This study aims to expand on previous research on the acquisition of gender marking by examining the longitudinal written production of second language (L2) and heritage language (HL) learners. The written production of 24 participants (L2, n = 12; HL, n = 12) enrolled in the same course was traced over four weeks and all cases of canonical and non-canonical gender marking (i.e., gender assignment and gender agreement) were coded. The group results indicated that the HL learners were significantly more accurate than their L2 counterparts with both canonical and non-canonical ending nouns; however, close inspection of the participants' individual accuracy patterns revealed a nonlinear process that was subject to great instability in their performance over time. Findings
are discussed in light of interlanguage development and implications for research in second language acquisition are presented.