Spanish

Danielle Daidone, Ph.D.

Daidone_photo-6.jpgAssistant Professor of Spanish
Office: Leutze Hall 116A
Tel: (910) 962-3340
FAX: (910) 962-7712
E-mail: daidoned@uncw.edu

B.A., University of Pennsylvania
M.A., M.A., Ph.D. Indiana University
CV

Danielle Daidone teaches courses in Spanish language, Hispanic linguistics, and second language teaching methods.  Trained in both second language acquisition and Hispanic linguistics, her research focuses on three main areas: second language phonology, input in the language classroom, and sociolinguistic variation.  Within second language phonology, she focuses on the storage and processing of second language words and the factors that affect their accuracy.  She also investigates what tasks and analysis techniques can most accurately predict the difficulty of sound contrasts for non-native speakers.  In terms of input in the language classroom, she looks at characteristics of the oral input provided by Spanish instructors to their students, also known as teacher talk, from a usage-based perspective.  Finally, her sociolinguistic work has examined phonetic and morphosyntactic variation in both native and second language Spanish.

Selected Publications

Daidone, D., & Zahler, S. (2021). A variationist analysis of second language Spanish trill production. Studies in Hispanic and Lusophone Linguistics, 14(1), 1-37. https://doi.org/10.1515/shll-2021-2038

Daidone, D. (2019). Preterite and imperfect in Spanish instructor oral input and Spanish language corpora. Hispania, 102(1), 45-58. http://dx.doi.org/10.1353/hpn.2019.0010

Gurzynski-Weiss, L., Geeslin, K. L., Daidone, D., Linford, B., Long, A. Y., Michalski, I., & Solon, M. (2018). L2 classrooms as multifaceted sources of input: The synergy of variationist and usage-based approaches. In A. Tyler, L. Ortega, M. Uno, & H. I. Park (Eds.), Usage-inspired L2 instruction: Researched Pedagogy. John Benjamins. http://dx.doi.org/10.1075/lllt.49.13gur

Gurzynski-Weiss, L., Geeslin, K. L., Long, A.Y., & Daidone, D. (2017). Linguistic variation in instructor provision of oral input. In L. Gurzynski-Weiss (Ed.), Expanding individual difference research in the interaction approach: Investigating learners, instructors, and researchers (pp. 226–253). John Benjamins. http://dx.doi.org/10.1075/aals.16.10gur

Daidone, D., & Zahler, S. (2016). The future is in the past: A diachronic analysis of variable future-in-the-past expression in Spanish. In A. Cuza, L. Czerwionka, & D. Olson (Eds.) Inquiries in Hispanic linguistics: From theory to empirical evidence (pp. 317-334). John Benjamins. http://dx.doi.org/10.1075/ihll.12.17dai

Darcy, I., Mora, J. C., & Daidone, D. (2016). The role of inhibitory control in second language phonological processing. Language Learning, 66(4), 741-773. http://dx.doi.org/10.1111/lang.12161

Daidone, D., Kruger, F., & Lidster, R. (2015). Perceptual assimilation and free classification of German vowels by American English listeners. In The Scottish Consortium for ICPhS 2015 (Eds.), Proceedings of the 18th International Congress of Phonetic Sciences. Glasgow University.

Darcy, I., Mora, J. C., & Daidone, D. (2014). Attention control and inhibition influence phonological development in a second language. Proceedings of the International Symposium on the Acquisition of Second Language Speech. Concordia Working Papers in Applied Linguistics, 5, 115-129.

Darcy, I., Daidone, D., & Kojima, C. (2013). Asymmetric lexical access and fuzzy lexical representations in second language learners. The Mental Lexicon, 8(3), 372-420. http://dx.doi.org/10.1075/ml.8.3.06dar