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