Volume 4, Issue 4
  • ISSN 1879-9264
  • E-ISSN: 1879-9272
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By analyzing the empirical data from two experiments that test Spanish psych-verb properties (e.g. gustar ‘to like’), this article assesses the empirical adequacy of the Interface Hypothesis (IH), which claims that external interfaces (i.e. interfaces between a linguistic module and a cognitive module) are more problematic for learners than internal interfaces/narrow syntax (Sorace & Filiaci, 2006; Sorace, 2011; inter alia). Because my findings were inconsistent with the IH (i.e. target-like pragmatics knowledge can precede syntactic awareness of the same construction), I turned to the Integrative Model of Bilingual Acquisition (Pires & Rothman, 2011), which accounts for non-native divergence by resorting to the interplay of a series of factors (i.e. formal complexity, L1-L2 parameter mapping, processing resources, and PLD). This more articulated model is not only able to account for the patterns in these experiments but it also constitutes a more integrated explanation for the intricacies of the acquisition process.


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