Cover
Half Title
Series Information
Title Page
Copyright Page
Dedication
Table of contents
Contributors
Introduction: Patterns in syntax, pragmatics and acquisition in Spanish and beyond
References
Part I Syntactic patterns
1 Argument and adjunct coordination in Spanish
1. A puzzle: Spanish coordination with(out) P repetition
2. A quick note on coordination
3. Complex PPs
3.1 Decomposing con/with
4. Adjunct coordination with(out) P-repetition: vP coordination
5. Argument coordination: also vP coordination
5.1 The P-stranding restriction on English Gapping
6. Conclusion and future directions
Notes
References
2 The interaction of parasitic gaps and adjunct control in Spanish
1. Introduction
2. Passive subjects but no active subjects
2.1 Passive parasitic gaps
2.2 Lack of active subject licensed parasitic gaps
3. Animacy effects
3.1 Animacy effects in passive parasitic gaps
3.2 Animacy effects in clitic licensed parasitic gaps
3.2.1 Clitic licensed parasitic gaps
3.2.2 Only inanimate clitics can license a parasitic gap
3.3 Lack of animacy effects in A-bar parasitic gaps
4. Conclusion
Notes
References
3 “¿Qué traes güey?”: An analysis of Spanish clausal possession
1. Introduction1
2. Tener as a complex copula
3. Overview of possessive traer
4. Parallels between estar con and traer
5. Deriving Spanish’s possessive constructions
6. Additional syntactic parallels between tener, traer and estar con
7. Conclusion
Notes
References
4 Invariable qué-questions (IQQs) in Spanish
1. Introduction
2. The phenomenon
2.1 Nature of the tag
2.2 Invariable qué
2.3 Embedding
2.4 Strict adjacency qué-V
2.5 Material between the V and the tag
2.6 Islands
2.7 Multiple tags
3. IQQs are not split questions
3.1 Nature of the tag
3.2 Embedding
3.3 Prepositional tags
3.4 Strict adjacency
3.5 Between V and the tag
3.6 Islands
3.7 Multiple tags
3.8 Summary of the differences
4. Previous analyses
4.1 Camacho (2002)
4.2 The spec-head approach
4.3 Lorenzo (1994)
5. Towards an analysis
6. Concluding remarks
Notes
References
5 Verbless DP interrogative constructions and enclisis in Galician
1. Introduction
2. Descriptive generalizations: the characteristics of U-lo
2.1 U-lo is not like où
2.2 U-lo is not like cadê
2.3 Interim summary
3. Syntactic accounts of verbless constructions
3.1 Null copula
3.2 An imperative account
4. What’s below U? Small clauses and locative copula in Romance
4.1 The small clause of a featureless v
4.2 Subject case assignment in copulas and null-copulas vs. U-lo
4.3 Default case
(28) Left dislocation/Apposition
(29) Ellipsis
(30) Gapping
(31) DP coordination
(32) Modified pronouns
5. Fusion of U and lo
5.1 Determiner clitic behavior in Galician
5.2 Where do determiner clitics go?
5.2.1 U-lo and FP
5.2.2 Types of cliticization: Specifier or head?
6. Conclusion
Acknowledgements
Notes
References
6 Leísmo: One le or two?
1. Introduction
2. The Spanish clitic system and leísmo
3. One le or two? A review of previous accounts
4. “le-for-les” and its role in the one/two le debate
5. “le-for-les”, “fake leísmo”, and the one/two le debate
6. A formal analysis of “le-for-les”, leísmo and the one/two le debate
7. Conclusion
Notes
References
Part II Pragmatic patterns
7 What’s courteous about leísmo?
1. Introduction
2. Leísmo
3. Leísmo de cortesía
4. Accusative / dative alternations
5. A formal account of courteous leísmo
6. Conclusion
Notes
References
8 Verbless exclamatives in Spanish beyond the syntax-semantics interface: A pragmatic account
1. Introduction
2. The grammar of non-verbal or verbless constructions
3. The grammar of Spanish PredNPs
3.1 General facts
3.1.1 The XP-Predicate
3.1.2 The DP-Subject
3.1.3 Syntactic structure
3.1.4 Information structure
4. A new proposal: predicate inversion and strong (semantic) feature
5. Spanish PredNPs as exclamatives
6. Conclusion
Notes
References
9 The meaning of y tó: Conventional implicatures in Puerto Rican Spanish
1. Introduction
2. Felicity conditions
2.1 Concessive interpretation
2.2 Beyond the expected: y tó + degrees
3. Conventional implicatures
4. Y tó as a conventional implicature
4.1 Non-cancellability
4.2 At-issue content
4.3 Speaker-orientation vs. doxastic-anchoring
4.4 Invariant under presupposition plugs
5. Conclusion
Note
References
10 Exploring extended focus and meaning in Chilean Spanish intonational plateau contours
1. Introduction
2. Literature review
2.1 Background on Spanish intonation and meaning
2.2 Chilean Spanish intonation
2.3 Intonational plateaus cross-linguistically and in Spanish
3. Methodology
3.1 Data collection and plateau identification
3.2 Types of data analyzed
4. Results
4.1 Plateau categorizations
4.1.1 Type 1
4.1.2 Type 2
4.1.3 Type 3
4.1.4 Type 4
4.1.5 Type 5
4.1.6 Type 6
4.1.7 Type 7
4.1.8 Type 8
5. Discussion: an account of why and how Chilean Spanish plateaus are manifested
6. Conclusion
Notes
References
11 The intonation of yes-no questions in Basque Spanish
1. Introduction
2. Methodology
2.1 Data collection and participants
2.2 Target sentences
2.3 Recording, coding and analysis
3. Results
3.1 Contours
3.2 Nuclear High
4. Discussion
5. Conclusion
Notes
References
Part III Acquisition patterns
12 How preschoolers acquire the null-overt contrast in Mexican Spanish: Evidence from production
1. Introduction
2. Defining the learning problem
3. Proposed learning path
4. Acquisition background
5. Corpus study: subject realization
5.1 Subject characteristics
5.2 Hypotheses and predictions
5.3 Coding methods
5.3.1 Exclusions
5.3.2 Definition of same-reference and switch-reference
5.3.3 Inter-rater reliability
5.3.4 Examples
5.4 Results: overall rate of overt pronoun realization
5.5 Results: pronoun realization in same/switch-reference contexts
5.5 General discussion and study limitations
6. Conclusion
Notes
References
13 Acquisition of null subjects by heritage children and child L2 learners
1. Introduction
2. Null subjects
2.1 Pronominal subject realization
2.2 Syntax-pragmatics interface
3. Previous studies
3.1 Monolingual children
3.2 Bilingual children
3.3 L2 children and L2 adults
4. The present study
4.1 Research questions, hypotheses and predictions
4.2 Participants
4.3 Procedure
4.4 Materials
5. Results
5.1 Pronominal preferences in Spanish
5.2 Pronominal preferences in English
6. Discussion
7. Conclusion
Notes
References
14 Demonstratives in Spanish: Children’s developing conceptualization of interactive space
1. Introduction
2. Spanish demonstratives
3. Acquisition of demonstratives
4. Methods
4.1 Participants
4.2 Materials and procedure
4.3 Coding
5. Results
5.1 Adults’ demonstrative selection
5.2 Children’s demonstrative selection
6. Discussion
Notes
References
15 The production of ser and estar in Catalan/Spanish bilingual children
1. Background
Adverbial locatives
Stage-level predicates
Event locatives
2. The acquisition of ser/estar in monolingual and bilingual children
2.1 Research questions and hypotheses
3. The study
3.1 Participants
3.2 Structures under analysis
3.3 Tasks
4. Results
4.1 Statistical modeling
4.2 Results for Catalan
4.2.1 Locatives in Catalan
4.2.2 Adjectives in Catalan
4.2.3 Event locatives in Catalan
4.3 Results for Spanish
4.3.1 Locatives and adjectives in Spanish
4.3.2 Event locatives in Spanish
5. Discussion and conclusions
Notes
References
16 Frequency and semantic prototypicality in L2 Spanish learners’ dative constructions
1. Background
2. Methods
3. Results
4. Discussion
5. Conclusion
6. Limitations and future directions
Notes
References
Index