{"id":59,"date":"2017-10-28T09:53:55","date_gmt":"2017-10-28T07:53:55","guid":{"rendered":"http:\/\/www3.uva.es\/uvalal\/?page_id=59"},"modified":"2026-03-05T10:22:21","modified_gmt":"2026-03-05T09:22:21","slug":"acceptability-judgments","status":"publish","type":"page","link":"https:\/\/uvalal.uva.es\/index.php\/data\/experimental\/acceptability-judgments\/","title":{"rendered":"acceptability judgments"},"content":{"rendered":"\t\t
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code-switching_concord<\/strong><\/span><\/p>

  • test<\/strong>: participants have to rate a series of experimental structures using a 1-to-4 scale presented via emoticon faces (1 = sounds bad; 4 = sounds good). The structures involve English\/Spanish code-switching at the DP level:
    \u00a0 \u00a0 \u00a0The house is in the bosque<\/em>
    \u00a0 \u00a0 \u00a0Se est\u00e1n mirando el face<\/em>
    \u00a0 \u00a0 \u00a0El gato est\u00e1 junto a la house<\/em><\/li>
  • implementation<\/strong>: offline<\/li>
  • languages<\/strong>: English, Spanish<\/li>
  • participants<\/strong>
    \u00a0 \u00a0 \u00a0children: 32 (L1 Spanish-heritage English); 43 (L1 English-heritage Spanish); 54 (L1 Spanish-L2 English); 22 (L2 Spanish)
    \u00a0 \u00a0 \u00a0adults: 8 (L1 Spanish-heritage English); 45 (L1 English-heritage Spanish); 106 (L1 Spanish-L2 English)<\/li>
  • objective<\/strong>: to determine the preference for the Spanish or the English functional category in code-switched constructions as well as gender preferences in the case of Spanish determiner switches; and to link these preferences to the concept of language dominance and to how features are represented in the bilingual mind<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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    code-switching_agreement<\/strong><\/span><\/p>

    • test<\/strong>: participants have to rate a series of experimental structures using a 1-to-4 scale presented via emoticon faces (1 = sounds bad; 4 = sounds good). The structures involve English\/Spanish code-switching at 2 grammatical points:
      \u00a0 \u00a0 \u00a0DP subject + copula verb with adjective<\/strong>
      \u00a0 \u00a0 \u00a0The house es bonita \/ bonito<\/em>
      \u00a0 \u00a0 \u00a0La casa is nice<\/em>
      \u00a0 \u00a0 \u00a0DP or pronominal subject + verb<\/strong>
      \u00a0 \u00a0 \u00a0La se\u00f1ora \/ Ella<\/em> hugs her sister
      \u00a0 \u00a0 \u00a0The teacher \/ She<\/em> lee una revista<\/li>
    • implementation<\/strong>: offline<\/li>
    • languages<\/strong>: English, Spanish<\/li>
    • participants<\/strong>
      \u00a0 \u00a0 \u00a0children: 33 (L1 Spanish, heritage English); 43 (L1 English, heritage Spanish);
      22 (L1 English-L2 Spanish)
      \u00a0 \u00a0 \u00a0adults: 45 (L1 English, heritage Spanish); 8 (L1 Spanish, heritage English);
      110 (L1 Spanish-L2 English)<\/li>
    • objective<\/strong>: to determine how gender and person features shape the code-switching preferences of different groups of bilinguals and to link these preferences to the concept of language dominance and to how features are represented in the bilingual mind<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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      code-switching_copula<\/strong><\/span><\/p>

      • test<\/strong>: participants have to read in silence a series of sentences some of which are in English, some in Spanish and some involve English-Spanish code-switching. Then they have to rate each sentence using a 1-to-4 scale presented via emoticons (1 = very bad; 4 = excellent)<\/li>
      • implementation<\/strong>: online via Gorilla Experiment Builder (www.gorilla.sc; Anwyl-Irvine et al. 2018)<\/li>
      • languages<\/strong>: English, Spanish<\/li>
      • participants<\/strong>
        \u00a0 \u00a0 \u00a0children: 27 (L1 Spanish-L2 English); 5 (L1 Spanish, heritage English)
        \u00a0 \u00a0 \u00a0adults: 35 (L1 Spanish-L2 English)<\/li>
      • objective<\/strong>: to explore how the properties of the two language systems interact in the mind of the bilingual; in particular, the focus is placed on the directionality of the switch and on the type of implicit gender agreement mechanism in switched copulative constructions with an adjective as subject complement<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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        dative alternation<\/strong><\/span><\/p>

        • test<\/strong>: participants are presented with a sentence which they have to evaluate using a 1-to-4 scale (1 = very bad; 4 = excellent). The experimental structures involve different types of dative constructions: to<\/em>-datives and for<\/em>-datives that alternate as double object constructions:
          \u00a0 \u00a0 \u00a0I told the story to Mary \/ I told Mary the story
          \u00a0 \u00a0 \u00a0I baked the cake for our mum \/ I baked our mum a cake<\/li>
        • implementation<\/strong>: offline and online via Gorilla Experiment Builder (www.gorilla.sc; Anwyl-Irvine et al. 2018)<\/li>
        • language<\/strong>: English<\/li>
        • participants<\/strong>
          \u00a0 \u00a0 \u00a0adults: 10 (L1 Spanish-L2 English); 10 (L1 English, control)<\/li>
        • objective<\/strong>: to address potential crosslinguistic influence effects in the L2 English of L1 Spanish speakers, given that dative alternation is possible in English but not in Spanish; and to link these effects to the type of dative construction, as well as to the participants\u2019 L2 proficiency level<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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          objects<\/strong><\/span><\/p>

          • test<\/strong>: participants are presented with a dialogue between two people, and they have to rate the sentence produced by the second person using a 1-to-4 scale presented via emoticons (1 = very bad; 4 = excellent). The experimental structures involve different types of mono-transitive verbs (i.e., pure versus mixed, simple versus phrasal) and different types of direct object forms (i.e., determiner phrases, overt pronouns, and null pronouns) and direct object reference (i.e., [+\/- generic]):
            \u00a0 \u00a0 \u00a0John loves pets.\u00a0 \u00a0 \u00a0He has a dog.
            \u00a0 \u00a0 \u00a0The umbrella is wet.\u00a0 \u00a0 \u00a0Just put it by the door.
            \u00a0 \u00a0 \u00a0My laptop doesn\u2019t work.\u00a0 \u00a0 \u00a0He can repair.
            \u00a0 \u00a0 \u00a0It is very hot today.\u00a0 \u00a0 \u00a0Then, take off your jacket.
            \u00a0 \u00a0 \u00a0Who invented this story?\u00a0 \u00a0 \u00a0I made it up.
            \u00a0 \u00a0 \u00a0Are you watching TV?\u00a0 \u00a0 \u00a0No, you can turn off.
            \u00a0 \u00a0 \u00a0What are you doing?\u00a0 \u00a0 \u00a0We are writing a story.
            \u00a0 \u00a0 \u00a0Did you understand Sarah?\u00a0 \u00a0 \u00a0No, I couldn’t hear her.
            \u00a0 \u00a0 \u00a0I have a new book.\u00a0 \u00a0 \u00a0My sister would like to borrow.
            \u00a0 \u00a0 \u00a0The bike is expensive.\u00a0 \u00a0 \u00a0I\u2019m saving for it.<\/li>
          • implementation<\/strong>: offline and online via Gorilla Experiment Builder (www.gorilla.sc; Anwyl-Irvine et al. 2018)<\/li>
          • language<\/strong>: English<\/li>
          • participants<\/strong>
            \u00a0 \u00a0 \u00a0adults: 43 (L1 Chinese-L2 English); 10 (L1 English, control)<\/li>
          • objective<\/strong>: to address potential crosslinguistic influence effects in the L2 English of L1 Chinese speakers, given that null objects are much less restricted in Chinese than in English; and to link these effects to verb type and to verb complexity as well as to the participants\u2019 L2 proficiency level<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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            N modification<\/strong><\/span><\/p>

            • test<\/strong>: participants are presented with a picture and a determiner phrase (DP) that matches the picture, and they have to rate the DP using a 1-to-4 scale presented via emoticons (1 = very bad; 4 = excellent). The experimental structures involve two types of DPs: noun-noun compounds and adjective-noun strings<\/li>
            • implementation<\/strong>: offline (pen-and-paper); 3-year longitudinal data<\/li>
            • language<\/strong>: English<\/li>
            • participants<\/strong>
              \u00a0 \u00a0 \u00a0children: 96 (L1 Spanish-L2 English); 11 (L1 English, control)<\/li>
            • objective<\/strong>: to analyze word-order issues within the DP involving nouns pre-modified by another noun (NN compounds) and nouns pre-modified by an adjective (Adj+N combinations); to address potential crosslinguistic influence effects in the L2 English of L1 Spanish children; and to link these effects to length of exposure and explicit instruction<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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              code-switching_NA order<\/strong><\/span><\/p>

              • test<\/strong>: participants have to read in silence a series of sentences which involve English-Spanish code-switching. Then they have to rate each sentence using a 1-to-4 scale presented via emoticons (1 = very bad; 4 = excellent)<\/li>
              • implementation<\/strong>: online via Gorilla Experiment Builder (www.gorilla.sc; Anwyl-Irvine et al. 2018)<\/li>
              • language<\/strong>: English, Spanish<\/li>
              • participants<\/strong>
                \u00a0 \u00a0 \u00a0children: 15 (L1 English-L2 Spanish); 80 (L1 English, heritage Spanish)
                \u00a0 \u00a0 \u00a0adults: 24 (L1 English-L2 Spanish); 20 (L1 English, heritage Spanish)<\/li>
              • objective<\/strong>: to explore how the properties of the two language systems interact in the mind of the bilingual; in particular, the focus is set on how nominal modification with an adjective in code-switching contexts occurs, considering the lexical category (noun or adjective) and the language that dictates the order (Spanish or English).<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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                N modification<\/strong><\/span><\/p>

                • test<\/strong>: participants have to describe 60 pictures that favor the production of nouns pre-modified by another noun (NN compounds) and nouns pre-modified by an adjective (Adj+N combinations); they also complete a post task that consists of translating the 60 nouns that are included in the test<\/li>
                • implementation<\/strong>: online via Gorilla Experiment Builder (www.gorilla.sc; Anwyl-Irvine et al. 2018)<\/li>
                • language<\/strong>: English<\/li>
                • participants<\/strong>
                  \u00a0 \u00a0 \u00a0adults: 49 (L1 Bosnian-L2 English); 50 (L1 English, control)<\/li>
                • objective<\/strong>: to analyze word-order issues within the determiner phrase involving NN compounds and Adj+N combinations; to address potential crosslinguistic influence effects in the L2 English of L1 Bosnian speakers; and to link these effects to language proficiency and language typology<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

                  code-switching_concord test: participants have to rate a series of experimental structures using a 1-to-4 scale presented via emoticon faces (1 = sounds bad; 4 = sounds good). The structures involve English\/Spanish code-switching at the DP level:\u00a0 \u00a0 \u00a0The house is in the bosque\u00a0 \u00a0 \u00a0Se est\u00e1n mirando el face\u00a0 \u00a0 \u00a0El gato est\u00e1 junto a […]<\/p>\n","protected":false},"author":556,"featured_media":0,"parent":45,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"page-full-width.php","meta":{"footnotes":""},"class_list":["post-59","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/pages\/59","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/users\/556"}],"replies":[{"embeddable":true,"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/comments?post=59"}],"version-history":[{"count":5,"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/pages\/59\/revisions"}],"predecessor-version":[{"id":7555,"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/pages\/59\/revisions\/7555"}],"up":[{"embeddable":true,"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/pages\/45"}],"wp:attachment":[{"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/media?parent=59"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}