Locatives and Existentials in L2 Spanish: The Acquisition of the Semantic Contrasts among "Ser", "Estar" and "Haber"

Autor/in	Perpiñán, Silvia
Titel	Locatives and Existentials in L2 Spanish: The Acquisition of the Semantic Contrasts among "Ser", "Estar" and "Haber"
Quelle	In: Second Language Research, 30 (2014) 4, S.485-513 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/0267658313518215
Schlagwörter	Second Language Learning; Semantics; Native Language; Morphology (Languages); Syntax; Task Analysis; Semitic Languages; Verbs; English; Language Proficiency; Cognitive Mapping; Oral Language; Control Groups; Foreign Countries; Morocco + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Semantik; Morphology; Morphologie; Aufgabenanalyse; Arabisch; Hebräisch; English language; Englisch; Language skill; Language skills; Sprachkompetenz; Oral interpretation; Mündlicher Sprachgebrauch; Ausland; Marokko
Abstract	This study analyses the expression of locative and existential predicates elicited through an oral production task in the speech of two groups of learners of Spanish as a second language (L2) (first language English, n = 18; first language Moroccan Arabic, n = 14), and a native control group (n = 18). A total of 25,000 words were analysed, with over 1,000 locative and existential predicates. These predicates were coded according to the lexical verb used as well as the semantics of the theme; special attention was given to the use of copular verbs. Results indicated a delayed development of "estar" to express location, some overextension of "haber" with definite themes, and a small incorrect use of "ser" to locate objects in the English group. Overall, it is argued that given the case of complex semantics but simple syntax, the phenomenon is relatively unproblematic for L2 learners even at intermediate proficiency, probably due to the fact that these semantic concepts are already present in the first languages (L1s) of the learners, and particularly because these are mapped onto lexical pieces and not onto functional morphology, the bottleneck for L2 acquisition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10