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The acquisition of ser and estar amo...

Ramirez-Gelpi, Ana Sofia.

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The acquisition of ser and estar among adult native English speakers learning Spanish as a second language.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The acquisition of ser and estar among adult native English speakers learning Spanish as a second language./
Author:	Ramirez-Gelpi, Ana Sofia.
Description:	239 p.
Notes:	Source: Dissertation Abstracts International, Volume: 57-01, Section: A, page: 0138.
Contained By:	Dissertation Abstracts International57-01A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9617139

The acquisition of ser and estar among adult native English speakers learning Spanish as a second language.
Ramirez-Gelpi, Ana Sofia.

The acquisition of ser and estar among adult native English speakers learning Spanish as a second language. - 239 p.

Source: Dissertation Abstracts International, Volume: 57-01, Section: A, page: 0138.

Thesis (Ph.D.)--University of Southern California, 1995.

Prior research on ser/estar acquisition (VanPatten 1985, 1987; Ryan & Lafford 1992) states that these verbs are acquired in transitional stages of competence. VanPatten (1987) proposes that ser appears first, performing most copula functions, including those of estar. For example, ser is used correctly in (1), but in (2) it is used instead of estar.(UNFORMATTED TABLE OR EQUATION FOLLOWS)Subjects--Topical Terms:

1018115
Education, Language and Literature.

The acquisition of ser and estar among adult native English speakers learning Spanish as a second language.
LDR:03231nmm 2200301 4500 001 1818687
005 20060912071629.5
008 130610s1995 eng d
035 $a (UnM)AAI9617139
035 $a AAI9617139
040 $a UnM $c UnM
100 1 $a Ramirez-Gelpi, Ana Sofia. $3 1908003
245 1 4 $a The acquisition of ser and estar among adult native English speakers learning Spanish as a second language.
300 $a 239 p.
500 $a Source: Dissertation Abstracts International, Volume: 57-01, Section: A, page: 0138.
500 $a Adviser: Carmen Silva-Corvalan.
502 $a Thesis (Ph.D.)--University of Southern California, 1995.
520 $a Prior research on ser/estar acquisition (VanPatten 1985, 1987; Ryan & Lafford 1992) states that these verbs are acquired in transitional stages of competence. VanPatten (1987) proposes that ser appears first, performing most copula functions, including those of estar. For example, ser is used correctly in (1), but in (2) it is used instead of estar.(UNFORMATTED TABLE OR EQUATION FOLLOWS) $\ vbox{\halign{#\hfil&&\quad#\hfil\cr&(1)~Juan {\it es\/} alto\qquad `Juan is tall'\cr&(2)~*Juan {\it es\/} enfermo\qquad\qquad\sk{5} `Juan is sick'\cr}} $( TABLE/EQUATION ENDS)
520 $a Ryan & Lafford agree with VanPatten's findings that ser is the first form in learner's speech. Because of the high frequency of use of ser among their students, both studies conclude that ser is acquired first. Their work also shows that acquisition is not affected by the students's first language (L1), textbook, or order of teaching. This research raises several questions: is ser truly acquired first? Do the L1, the textbook, or order of teaching play an important role in the acquisition of ser?
520 $a This dissertation addresses these questions on the basis of an in-depth study of the use of ser and estar in compositions from students learning Spanish as a second language. The study confirms that the students overuse ser, but this does not necessarily support the proposal that ser is acquired first. Indeed, overuse of ser shows that the students have not yet acquired the rules related to the correct use of ser or estar. It seems that the overuse of ser is the result of a simplification strategy (Richards 1975) and of the manner in which these verbs are presented and taught in class. For example, the textbook Puntos de partida (1993) formally introduces ser on p. 8, while estar is introduced on p. 176.
520 $a As observed in the compositions, the students simplify by extending the uses of ser to all contexts. The data also indicates that contexts in which ser and estar are not in opposition are easier to learn: ser is acquired first with predicate nominatives, and estar with progressive constructions. Furthermore, this study shows that L1, textbook and syllabus play important roles in the order of acquisition of the copulas, and that these are crucial factors in second language acquisition.
590 $a School code: 0208.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Language, Linguistics. $3 1018079
690 $a 0279
690 $a 0290
710 2 0 $a University of Southern California. $3 700129
773 0 $t Dissertation Abstracts International $g 57-01A.
790 1 0 $a Silva-Corvalan, Carmen, $e advisor
790 $a 0208
791 $a Ph.D.
792 $a 1995
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9617139