List of figures
1.1
Development of two forms (
ustedes and
vosotros) throughout the semester
1.2
Native speaker vs. L2 participants performance at Time 2
1.3
SLG vs. NSLG
1.4
Host family group versus dorm group performance
1.5
Long-term group versus short-term group performance
4.1
Falling contour for
She got a ninety-FIVE. (Levis, 2002,
p. 61)
4.2
Falling-rising contour for
I have a DIME. (Levis, 2002,
p. 61)
4.3
High-rising and wide low-rising for
Are you going? (Levis,
2002, p. 58)
4.4
Declarative and absolute interrogative patterns for Madrid Spanish (Face,
2007, pp. 191–192)
4.5
Broad focus declarative contour for
Bebe una limonada
‘She/he is drinking a lemonade.’ from Astruc et al. (2010)
4.6
Absolute interrogative contour for
¿Comes mandarinas ? ‘Do
you eat/are you eating mandarins?’ from Astruc et al. (2010)
4.7
Comparison of learner falling declarative and circumflex abs. interrogative
contours, Time 2- Leah
4.8
Example Time 2 Informal Absolute Interrogatives – Ed
4.9
Example Time 2 Informal Absolute Interrogatives – Leah
4.10
Example Time 2 Informal Absolute Interrogatives – Linda
4.11
Example Time 2 Informal Absolute Interrogatives – Kayla
4.12
Example Time 2 Informal Absolute Interrogatives – Gavin
7.1
Boxplot of groups for
Ustedes + verb-2PL regional variant on
the FCT
7.2
Boxplot of groups for A ustedes + 2PL os pronoun regional variant on the
FCT
7.3
Individual selection rates for Ustedes + verb-2PL regional variant on the FCT
by NSs
7.4
Individual selection rates for A ustedes + 2PL os pronoun regional variant on
the FCT by NSs
7.5
Individual selection rates for ustedes + verb-2PL regional variant on the FCT
by intermediate learners at Time 1 and Time 2
7.6
Individual selection rates for
A ustedes + 2PL
os pronoun regional variant on the FCT by intermediate
learners at Time 1 and Time 2
7.7
Individual selection rates for
ustedes + verb-2PL regional
variant on the FCT by advanced learners at Time 1 and Time 2
7.8
Individual selection rates for A ustedes + 2PL os pronoun regional variant on
the FCT by advanced learners at Time 1 and Time 2
8.1
Example of matched guise task
8.2
Individual averages for pre-verbal ratings on the matched guise for
likeability
8.3
Individual averages for pre-verbal ratings on the matched guise for
intelligence
8.4
Individual rates of pre-verbal subjects in wh-questions for Time 1 and Time 2
for SA learners
8.5
Individual rates of pre-verbal subjects in wh-questions for Time 1 and Time 2
for AH learners
9.1
The interaction between time and perseveration
10.1
Factor weights for immediate temporal distance in Valencia
10.2
Factor weights for year temporal distance in Valencia
10.3
Factor weights for main clauses in Valencia
10.4
Factor weights for absence of adverb in Valencia
10.5
Factor weights for immediate temporal distance in Mérida
10.6
Factor weights for year temporal distance in Mérida
10.7
Factor weights for main clauses in Mérida
10.8
Factor weights for absence of adverb in Mérida
E.1
Basic sketch of the role of input in second language development
E.2
A variationist model of a learner/interlocutor interaction