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In this paper, we examine the effects of learning environment on second language (L2) gender agreement. English speakers learning L2 Spanish participated in a self-paced reading task and a picture selection task prior to and after a short-term study abroad experience. The results from the self-paced reading task showed that their reliance on the masculine article as the default (e.g., McCarthy, Corrine. 2008. Morphological variability in the comprehension of agreement: An argument for representation over computation.  Second Language Research  24(4). 459–486) was reduced over time abroad. Findings from the picture selection task showed that the learners did not attend to the gender of articles unless it was their only cue, but that after the study abroad experience they began to use gender as an anticipatory cue for lexical selection. We interpret these results as support for an adapted version of the Shallow Structures Hypothesis (Clahsen, Harald &amp; Claudia Felser. 2006a. Grammatical processing in language learners.  Applied Psycholinguistics  27(1). 3–42; Clahsen, Harald &amp; Claudia Felser. 2006b. How native-like is non-native language processing?  Trends in Cognitive Sciences  10(12). 564–570) and the notion that in immersion contexts L2 learners shift their parsing strategy to be more communicatively focused (Schwieter, John W. &amp; Gabrielle Klassen. 2016. Linguistic advances and learning strategies in a short-term study abroad experience.  Study Abroad Research in Second Language Acquisition and International Education  1(2). 217–247).

The role of immersion learning in the acquisition and processing of L2 gender agreement