Persona: Chamorro Galán, María Gloria
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Chamorro Galán
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María Gloria
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Publicación Nativeness, social distance and structural convergence in dialogue(Taylor & Francis, 2021-04-29) Kim, Christina S.; Chamorro Galán, María Gloria; https://orcid.org/0000-0003-0537-8347This study extends the logic of prior studies showing phonetic convergence between interlocutors to the structural domain. We ask whether listeners’ adaptation of the syntactic forms they produce depends on their perceptions about their interlocutor's social proximity and linguistic competence, using structural priming as a measure of convergence. Two experiments compared structural priming in dialogues between native British English speakers and (i) other native British English speakers, (ii) native speakers of North American English, and (iii) non-native speakers of English, to assess to what extent interlocutor characteristics influence structural convergence in dialogue. Our findings suggest that rates of structural convergence depend both on a speaker's pre-existing structural biases for particular verbs, and their perception of (linguistic or social) similarity to their interlocutor. This suggests that low-level mechanisms underlying structural convergence may be mediated by beliefs about how interlocutors are socially situated with respect to each other.Publicación The Effect of Recent L1 Exposure on Spanish Attrition: An Eye-Tracking Study(Cascadilla Press, 2014) Chamorro Galán, María GloriaPublicación Exploring ESOL teachers' perspectives on the language learning experiences, challenges, and motivations of refugees and asylum seekers in the UK(El Gruyter, 2023-06-01) Chamorro Galán, María Gloria; Garrido Hornos, María del Carmen; Vazquez Amador, María; https://orcid.org/0000-0002-3030-5409; https://orcid.org/0000-0003-3861-1491The aim of this study was to explore the perspectives of ESOL teachers on the language learning experiences, challenges, and motivations that refugees and asylum seekers have when they learn the language of the host country. This information was collected using an online questionnaire, which was completed by 72 teachers from different institutions throughout the UK teaching English to refugees and asylum seekers. The results revealed teachers’ perspectives on the main language learning challenges (e.g. lack of first language literacy) and motivations (e.g. accessing education/jobs) experienced by these learners, as well as the main challenges faced (e.g. lack of equipment) and techniques used (e.g. tailored materials/methods) by our respondents. The present paper presents these findings and any correlations found between the teachers’ responses and their background or their students’ profile, and discusses some implications for language teachers, teacher educators, and policy makers to support refugee students’ language learning more successfully.Publicación The Interface Hypothesis as a Framework for Studying L1 Attrition(Oxford University Press, 2019-08-12) Chamorro Galán, María Gloria; Sorace, AntonellaThis chapter focuses on first generation individual attrition from the point of view of the Interface Hypothesis (IH), which proposes that structures at the interface between syntax and other cognitive domains, such as pragmatics, are more likely to undergo attrition than structures that do not involve such an interface, and discusses recent research that provides evidence of the selectivity and reversibility of individual first language (L1) attrition. This research provides supporting evidence for the IH as it reveals that attrition affects structures at the syntax-pragmatics interface but not structures requiring the satisfaction of semantic conditions. This chapter also reviews research that supports Sorace’s (2011, 2016) proposal that individual L1 attrition affects only the ability to process interface structures but not knowledge representations, as it reveals that attrition only affects online sensitivity with structures at the syntax-pragmatics interface rather than causing a permanent change in speakers’ L1 knowledge representations.Publicación What is the source of L1 attrition? the effect of recent L1 re-exposure on Spanish speakers under L1 attrition(Cambridge University Press, 2016) Chamorro Galán, María Gloria; Sorace, Antonella; Sturt, Patrick; https://orcid.org/0000-0002-2055-6933The recent hypothesis that L1 attrition affects the ability to process interface structures but not knowledge representations (Sorace, 2011) is tested by investigating the effects of recent L1 re-exposure on antecedent preferences for Spanish pronominal subjects, using offline judgements and online eye-tracking measures. Participants included a group of native Spanish speakers experiencing L1 attrition (‘attriters’), a second group of attriters exposed exclusively to Spanish before they were tested (‘re-exposed’), and a control group of Spanish monolinguals. The judgement data shows no significant differences between the groups. Moreover, the monolingual and re-exposed groups are not significantly different from each other in the eye-tracking data. The results of this novel manipulation indicate that attrition effects decrease due to L1 re-exposure, and that bilinguals are sensitive to input changes. Taken together, the findings suggest that attrition affects online sensitivity with interface structures rather than causing a permanent change in speakers’ L1 knowledge representations.Publicación Selectivity in L1 attrition: Differential object marking in Spanish near-native speakers of English(Springer, 2016) Chamorro Galán, María Gloria; Sturt, Patrick; Sorace, AntonellaPrevious research has shown L1 attrition to be restricted to structures at the interfaces between syntax and pragmatics, but not to occur with syntactic properties that do not involve such interfaces (‘Interface Hypothesis’, Sorace and Filiaci in Anaphora resolution in near-native speakers of Italian. Second Lang Res 22: 339–368, 2006). The present study tested possible L1 attrition effects on a syntax-semantics interface structure [Differential Object Marking (DOM) using the Spanish personal preposition] as well as the effects of recent L1 re-exposure on the potential attrition of these structures, using offline and eye-tracking measures. Participants included a group of native Spanish speakers experiencing attrition (‘attriters’), a second group of attriters exposed exclusively to Spanish before they were tested, and a control group of Spanish monolinguals. The eye-tracking results showed very early sensitivity to DOM violations, which was of an equal magnitude across all groups. The off-line results also showed an equal sensitivity across groups. These results reveal that structures involving ‘internal’ interfaces like the DOM do not undergo attrition either at the processing or representational level.Publicación Offline interpretation of subject pronouns by native speakers of Spanish(Open Library of Humanities, 2018) Chamorro Galán, María GloriaResearch on anaphora resolution reveals that speakers’ interpretation of pronominal subjects is often inconsistent, with results differing in terms of the antecedent preferences of these speakers and the factors that affect these preferences. The present study investigates anaphora resolution by native speakers of Spanish using an offline judgment task where participants are presented with globally ambiguous anaphora to test the predictions of Carminati’s (2002) Position of Antecedent Strategy (PAS) with Spanish intra-sentential Main-Subordinate anaphora. The results show that native speakers of Iberian Spanish have a clear preference for the object as the antecedent for the overt pronoun with this structure, while a preference for the subject as the antecedent for the null pronoun was not revealed. These findings appear to be at odds with the PAS and suggest that anaphora resolution is affected by clause order.Publicación Structural convergence in spoken English discourse(ExLing Society, 2021) Kim, Christina S,; Chamorro Galán, María Gloria; https://orcid.org/0000-0003-0537-8347This study extends the logic of prior studies showing phonetic convergence between interlocutors to the structural domain. We ask whether listeners’ adaptation of the syntactic forms they produce depends on how they perceive their interlocutor on measures of interpersonal similarity. Structural priming was used to assess the extent in which interlocutor characteristics influence structural convergence in dialogues between native speakers of different varieties of British English (Lancashire and South-East). Our findings suggest that structural priming is mediated by a speaker’s perception of their similarity to their interlocutor, as assessed based on sociolinguistic cues.Publicación Does Bilingual Education Benefit the Social and Cognitive Development of Monolingually-Raised Children? Evidence from a Longitudinal Study(Cascadilla Press, 2021) Chamorro Galán, María Gloria; Janke, Vikki; https://orcid.org/0000-0003-1149-6999Publicación Investigating the bilingual advantage: the impact of L2 exposure on the social and cognitive skills of monolingually-raised children in bilingual education(Taylor and Francis, 2020-08-06) Chamorro Galán, María Gloria; Janke, Vikki; https://orcid.org/0000-0003-1149-6999Most research reporting that bilingual children exhibit enhanced cognitive skills and social awareness relative to their monolingual peers focusses on children raised and educated bilingually, making it difficult to pinpoint the degree of second language exposure necessary for such advantages to materialise. The current study measures the social and cognitive skills of Spanish children educated bilingually yet raised monolingually to explore (a) whether bilingual education alone confers advantages, and (b) whether greater second language exposure is key to producing them. It compares three groups of monolingually-raised children in their first year of primary education (i.e. 6–7 years old): one group educated in mainstream ‘monolingual’ education, one group enrolled in English-Spanish bilingual education with a ratio of 40–60 English-Spanish exposure, and one group enrolled in English-Spanish education with a ratio of 30–70 English-Spanish exposure. After one year of primary education, children attending bilingual education scored significantly higher than monolingual children on a sub-set of cognitive (selective attention; response inhibition) and social (communication; co-operation) skills, with the higher exposure bilingual school outperforming the lower exposure bilingual school on some of these measures.