Persona: Chamorro Galán, María Gloria
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gchamorro@flog.uned.es
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Chamorro Galán
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María Gloria
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Publicación Socially-mediated linguistic convergence and perceptions of social proximity(Taylor and Francis Group, 2024-11-20) Kim, Christina S.; Chamorro Galán, María Gloria; https://orcid.org/0000-0003-0537-8347Structural priming – the tendency to re-use syntactic forms after exposure to those forms – fits into a broader pattern of convergence between interlocutors at various linguistic levels. While sentence-level convergence is often explained in terms of cognitive mechanisms like implicit learning, recent work suggests that it can function to manage social distance with an interlocutor, as has been demonstrated for phonetic accommodation. Two experiments are presented that show that structural convergence is mediated by a speaker’s perception of their social proximity to their interlocutor, and that these perceptions themselves can shift over the course of a conversation.Publicación Semi-incidental collocation learning from reading: effects of repeated exposure, prior vocabulary knowledge, congruency, and association strength(De Gruyter, 2025-03-04) Villa, Inés de la; Chamorro Galán, María Gloria; Kim, Christina S.This study examined the effect of repeated exposure on semi-incidental collocation learning, while also exploring the extent to which learner-related (prior vocabulary knowledge), and item-related factors (congruency, association strength) can modulate its effect. In an experiment using a Latin-square design, eighty-two learners of English at a university in Spain read a series of academic texts that included 18 collocations at different frequencies of exposure (1, 3, and 5). A control group did not undergo any treatment. Collocation gains were measured by a form recall and a form recognition posttest immediately after the treatment and two weeks later to explore the long-term effects of the treatment. Results from mixed-effects regression modelling showed a positive effect of repetition on learning gains, although not always statistically significant. Prior vocabulary knowledge interacted with repetition, suggesting that the facilitative effect of increased repetition decreases for L2 learners with a larger vocabulary. Congruency and association strength affected form recall only.Publicación The Effect of Recent L1 Exposure on Spanish Attrition: An Eye-Tracking Study(Cascadilla Press, 2014) Chamorro Galán, María GloriaPublicación 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 Educational bilingualism: Reflections on a longitudinal study of children's cognitive and linguistic development(Elsevier, 2023) Chamorro Galán, María Gloria; Janke, Vikki; https://orcid.org/0000-0003-1149-6999Our longitudinal study examined the cognitive and linguistic development of bilingually-educated, yet monolingually-raised, Spanish children, exploring (a) whether bilingual education procured a bilingual advantage, (b) whether greater L2 exposure was key to producing it, and (c) how development proceeded over time. We compared three groups of children in Years 1 and 2 of primary education in Spain: one attending monolingual education (MON), and two attending English-Spanish bilingual education, where one group received higher exposure (HiEx) and the other lower exposure (LoEx) to English. Children were tested in their schools on attention and L1 and L2 vocabulary skills, as well as several background measures. Across both years, the groups differed in their English vocabulary: HiEx outperformed LoEx and MON (p < 0.001), and LoEx outperformed MON (p = 0.02) but there were no differences in the children's L1 vocabulary scores. After one year of schooling, bilingually-educated children scored higher than MON on certain cognitive skills (interference suppression, p < 0.001; response inhibition, p = 0.02) but these differences did not materialise after a second year. The present paper combines these results from our two previously published studies with other current literature on educational bilingualism into a discussion on how future work on this population could progress.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 ESP for Tourism: Does It Meet Employers’ Needs and Prepare Students for the Workplace?(Springer International Publishing, 2021) Chamorro Galán, María Gloria; Vázquez Amador, María; Garrido Hornos, María del CarmenThis chapter focuses on English for Specific Purposes (ESP) for tourism and investigates whether the content and skills taught to students enrolled in tourism degrees in Spain actually prepare them for the workplace and meet the needs of their future employers. In order to do this, the ESP courses offered by all Spanish universities with an undergraduate degree in tourism were reviewed and the main topics, functions, and skills were extracted. With the information gathered, an online questionnaire was designed and sent to different tourism companies in Spain, including accommodation businesses, cultural and active tourism companies, travel and event organisation agencies, and tourist information centres. In this questionnaire, employers were asked to answer a series of questions relating to the use of English in their companies and assessing how prepared tourism students are to perform the different functions highlighted in the ESP syllabi in the workplace. The results from this survey will be presented and discussed with the aim of informing ESP curriculum and materials developers, as well as teachers, to tailor courses, materials, and lessons that prepare tourism students to graduate with an English competence that allows them to successfully perform in their future careers.Publicación Incidental learning of collocations through reading an academic text(El Gruyter, 2024-07-15) Viña, Inés de la; Kim, Christina S; Chamorro Galán, María Gloria; https://orcid.org/0000-0003-0537-8347This study investigated the incidental learning of collocations in two reading modes (reading-only (RO), reading-while-listening (RWL)), taking into account additional learner- and collocation-related predictors of learning (e.g., congruency). An academic text was used, as this could be a useful source for vocabulary learning for university-level English as a Foreign Language (EFL) learners. Sixty-eight advanced Spanish EFL learners read a text containing 14 target collocations, in the RO or the RWL condition. Learning gains were measured in terms of form recall and form recognition. Results showed that collocations can be learnt incidentally from reading. While reading mode did not influence learning, congruency and prior vocabulary knowledge improved form recall, emphasising the importance of features specific to individual learners and collocations for vocabulary learning.Publicación The effects of L2 exposure at school on the cognitive development of children from monolingual backgrounds: A longitudinal study(Cambridge University Press, 2025-09-03) Chamorro Galán, María Gloria; Viña, Inés de la; Janke, VikkiThis longitudinal study examined the cognitive development of Spanish children from monolingual backgrounds attending schools with varying levels of English exposure (13%–83%) to assess whether higher L2 exposure results in advantages over time. 229 children (ages 6–7) completed background (nonverbal reasoning (NVR), working memory (WM), L1 vocabulary, L2 vocabulary) and experimental tests measuring attentional/executive functions (selective attention, divided attention, switching, inhibition) at the beginning and end of year 1 of primary education. Generalized linear mixed-effects models, accounting for factors such as family educational level, onset of L2 exposure and language exposure outside of school, indicated that children’s cognitive skills benefit from (high) L2 exposure at school, with greater L2 exposure being linked to more enhanced attentional/executive skills as well as to a larger L2 vocabulary. These findings support the positive effects of immersion programs, suggesting that L2 exposure in school settings alone can contribute to more developed attentional/executive skills.Publicación Complex grammar in English: A snapshot of comprehension in children aged 5 to 8(SAGE, 2025-07-14) Janke, Vikki; Chamorro Galán, María GloriaOur study makes an empirical contribution to questions relating to the developmental trajectory of four examples of English complex grammar: subject and object control, subject and object relative clauses, long passives and seem-raising constructions with and without an overt experiencer argument. We tested children’s comprehension of all seven sentence sets at the same point in time using a picture-selection task. Forty-five children (20 girls) from three Year groups (1, 2 and 3) with a mean age of 6.3, 7.4 and 8.3 years participated. The three groups scored at ceiling on subject relatives and on raising without an experiencer, and there were Year differences in order of age for object and subject control. Subject control showed a predictably delayed pattern and success with it correlated positively with verb-knowledge scores. However, all Year groups performed less well – with no differences between Years – on passives, object relatives, and raising with an experiencer, suggesting that even at age 8, these constructions were not fully comprehended. The most problematic construction was raising with an experiencer, where all Years achieved a mean score of 3/6 or below. We discuss this data pattern in relation to four grammatical properties (empty categories, displacement, intervention, word order), frequency and the lexical idiosyncrasies of some of the verbs. With respect to the grammatical properties, we ask whether certain combinations are more difficult for children to navigate than others.
