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Abstract
In this dissertation, I investigate how late bilinguals of English and Brazilian Portuguese (BP), two typologically distinct languages, encode motion in writing and speech. English, a satellite-framed language, encodes Manner in the verb and Path in satellites, while BP, a verb-framed language, places Path in the verb and Manner in optional structures. I examine how these typological distinctions shape motion encoding in late bilinguals, exploring the emergence of L2 lexicalization patterns and bidirectional transfer effects.This dissertation presents the results of three studies. Study 1 uses acceptability judgments from 192 participants to evaluate preferences for Manner+Path, Path+Manner[PP], and Path+Manner[AC] structures. Results reveal typological
constraints influence L1 speakers, with L2 learners showing proficiency dependent alignment to monolingual preferences, laying the groundwork for production-focused research. Study 2 examines written production in 90 participants using video game clips as stimuli, enabling the analysis of continuous motion and boundary-crossing events. Findings highlight how L2 patterns emerge gradually, with English speakers adopting BP’s Path-encoding earlier than BP speakers incorporate English’s Manner-encoding. The innovative use of dynamic stimuli overcomes limitations of static image-based studies, offering a richer analysis of overt and implied motion. Study 3 investigates spoken production from 50 participants through simultaneous and delayed elicitation, comparing spontaneous and planned descriptions. It explores how bilinguals encode boundary-crossing constraints and reveals proficiency-driven shifts in encoding strategies, with Advanced learners demonstrating greater alignment with L2 norms. Bidirectional transfer is evident, as L2 acquisition reshapes L1
patterns, particularly in Path elaboration.
This dissertation contributes to Second Language Acquisition and Cognitive Linguistics by providing a large-scale, empirical analysis of BP-English bilinguals. It identifies cognitively demanding lexicalization patterns and pedagogical
strategies to foster L2 mental representations. Findings challenge deterministic views of critical periods for L2 learning and advance understanding of how typology, proficiency, and modality shape bilingual cognition and linguistic performance.