Part of
Multilingual Individuals and Multilingual SocietiesEdited by Kurt Braunmüller and Christoph Gabriel
[Hamburg Studies on Multilingualism 13] 2012
► pp. 153–170
Edited by Kurt Braunmüller and Christoph Gabriel
[Hamburg Studies on Multilingualism 13] 2012
► pp. 153–170
Gender marking in L2 learners and Italian-German bilinguals with German as the weaker language
This paper explores mastery of grammatical gender in German as weaker and dominant language by Italian-German adult simultaneous bilingual speakers as well as highly proficient L2 learners of German with Italian as their L1. Data show that in both bilinguals and L2ers deviances from the target predominantly occur in gender assignment, whereas errors of agreement are infrequent in both groups, indicating that deficiency affects the lexical level rather than morpho-syntax. Ceiling performance of the bilingual speakers in German as dominant language suggests that native-like attainment is possible in simultaneous bilingual acquisition but only under the condition that early Age of Onset (AoO) coincides with sufficient input.
Cited by (20)
Cited by 20 other publications
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2024. Chapter 4. Gender assignment in German as a heritage language in an English-speaking context. In Perspectives on Input, Evidence, and Exposure in Language Acquisition [Language Acquisition and Language Disorders, 69], ► pp. 88 ff. 
Matos, Joana & Cristina Flores
2024. More insights into the interaction between age, exposure, and attitudes in language attrition and retention from the perspective of bilingual returnees. International Journal of Bilingualism 28:1 ► pp. 24 ff.
Długosz, Kamil
2023. Grammatical gender assignment in L3 versus L4 Swedish: a pseudo-longitudinal study. International Review of Applied Linguistics in Language Teaching
Długosz, Kamil
2023. Surface transfer in the acquisition of grammatical gender in L2 Swedish. A longitudinal study. Folia Scandinavica Posnaniensia 33 ► pp. 4 ff.
Gujord, Ann-Kristin Helland, Åshild Søfteland & Linda Evenstad Emilsen
2023. Å forske på språkutviklinga hos innlærere med begrensa skolebakgrunn – metodiske valg og problemstillinger. Nordand 18:2 ► pp. 125 ff.
Aumeistere, Anna, Sybrine Bultena & Susanne Brouwer
2022. Wisdom comes with age? The role of grammatical gender in predictive processing in Russian children and adults. Applied Psycholinguistics 43:4 ► pp. 867 ff.
KUPISCH, Tanja, Natalia MITROFANOVA & Marit WESTERGAARD
2022. Phonological vs. natural gender cues in the acquisition of German by simultaneous and sequential bilinguals (German–Russian). Journal of Child Language 49:4 ► pp. 661 ff.
Flores, Cristina
2020. Attrition and Reactivation of a Childhood Language: The Case of Returnee Heritage Speakers. Language Learning 70:S1 ► pp. 85 ff.
Rodina, Yulia, Tanja Kupisch, Natalia Meir, Natalia Mitrofanova, Olga Urek & Marit Westergaard
2020. Internal and External Factors in Heritage Language Acquisition: Evidence From Heritage Russian in Israel, Germany, Norway, Latvia and the United Kingdom. Frontiers in Education 5
Lemmerth, Natalia & Holger Hopp
2019. Gender processing in simultaneous and successive bilingual children: Cross-linguistic lexical and syntactic influences. Language Acquisition 26:1 ► pp. 21 ff.
MEISEL, JÜRGEN M.
2018. Early child second language acquisition: French gender in German children. Bilingualism: Language and Cognition 21:4 ► pp. 656 ff.
BERNARDINI, PETRA
2017. Weak interest in the weaker language. Bilingualism: Language and Cognition 20:1 ► pp. 29 ff.
Flores, Cristina, Tanja Kupisch & Esther Rinke
2016. Linguistic Foundations of Heritage Language Development from the Perspective of Romance Languages in Germany. In Handbook of Comparative Studies on Community Colleges and Global Counterparts [Springer International Handbooks of Education, ], ► pp. 1 ff.
Flores, Cristina, Tanja Kupisch & Esther Rinke
2018. Linguistic Foundations of Heritage Language Development from the Perspective of Romance Languages in Germany. In Handbook of Research and Practice in Heritage Language Education [Springer International Handbooks of Education, ], ► pp. 621 ff.
Rodina, Yulia & Marit Westergaard
2015. Grammatical Gender in Norwegian: Language Acquisition and Language Change. Journal of Germanic Linguistics 27:2 ► pp. 145 ff.
RODINA, YULIA & MARIT WESTERGAARD
2017. Grammatical gender in bilingual Norwegian–Russian acquisition: The role of input and transparency. Bilingualism: Language and Cognition 20:1 ► pp. 197 ff.
Woods, Rebecca
2015. The acquisition of dative alternation by German-English bilingual and English monolingual children. Linguistic Approaches to Bilingualism 5:2 ► pp. 252 ff.
Kupisch, Tanja, Deniz Akpinar & Antje Stöhr
2013. Gender assignment and gender agreement in adult bilinguals and second language learners of French. Linguistic Approaches to Bilingualism 3:2 ► pp. 150 ff.
UNSWORTH, SHARON
2013. Assessing the role of current andcumulativeexposure in simultaneous bilingual acquisition: The case of Dutch gender. Bilingualism: Language and Cognition 16:1 ► pp. 86 ff.
Unsworth, Sharon
2014. Comparing the role of input in bilingual acquisition across domains. In Input and Experience in Bilingual Development [Trends in Language Acquisition Research, 13], ► pp. 181 ff.
This list is based on CrossRef data as of 17 october 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.