Explaining the distribution of the two Spanish copulas, ser and estar, is still a challenge in current linguistic theory. The aim of the present paper is to provide a critical synthesis and comparison of some of the most influential theoretical proposals that have been put forward to account for the complex distribution of ser and estar with adjectives. First, a general description of the distribution and interpretation of the two Spanish copulas is provided. Then, after showing the inadequacy of the traditional account that views ser and estar as the permanent and temporal copulas respectively, the different semantic, aspectual, semantic-syntactic and pragmatic approaches to explaining their distribution are reviewed. It is observed that most of the recent analyses converge on the following: (i) ser is more flexible than estar in temporal terms, and (ii) ser is independent from the discursive context while estar is always linked to discourse. 34Resumen: Explicar la distribución de las dos cópulas en español, 'ser' y 'estar', continúa siendo un reto para la teoría lingüística actual. El objetivo de este artículo es proporcionar una síntesis crítica que compare las propuestas teóricas más influyentes que han intentado explicar la compleja distribución de 'ser' y 'estar' con adjetivos. En primer lugar, se ofrece una descripción general de la distribución y la interpretación de las cópulas en español. Luego, después de mostrar las limitaciones de los enfoques tradicionales que consideran a 'ser' y 'estar' como la cópula permanente y temporal respectivamente, se revisan los diferentes enfoques semánticos, aspectuales, sintáctico-semánticos y pragmáticos que explican su distribución. Se observa que la mayoría de las propuestas recientes convergen en los siguientes puntos: i) 'ser' es temporalmente más flexible que 'estar' y (ii) 'ser' es independiente del contexto discursivo mientras que 'estar' permanece siempre ligado al discurso.
The present study explored the relationship between linguistic and decoding skills in children with specific language impairment (SLI), inquiring whether reading comprehension is associated with linguistic or decoding skills in these children. Non-probability sampling was used. The sample consisted of 19 first grade Chilean students from 6 middlelow socioeconomic status schools in Santiago, Chile. They were 6 years old on average: 10 children with SLI (7 male) and 9 who displayed typical development (6 male). Participants were assessed on linguistic measures (mean length of utterance [MLU] and narrative), decoding, and reading comprehension. Descriptive analyses showed that the children with SLI exhibited difficulties in reading comprehension and decoding. Using Fisher's exact test, it was found that the children with SLI and low reading comprehension performed more poorly than the control group in narrative comprehension, narrative production, and MLU. This association was not observed between reading comprehension and decoding skills. The results suggest that linguistic abilities play a major role in the reading comprehension of children with SLI.Keywords: SLI, reading, comprehension, language, decoding El presente trabajo exploró la relación entre habilidades lingüísticas y decodificación en niños con trastorno específico de lenguaje (TEL), preguntándose si la comprensión lectora se asocia a las habilidades lingüísticas o a la decodificación en estos niños. La muestra fue no probabilística por conveniencia y estuvo compuesta por 19 estudiantes de 1º básico de 6 colegios de nivel socioeconómico medio-bajo de Santiago, Chile. Su promedio de edad fue 6 años: 10 niños con TEL (7 hombres) y 9 con desarrollo típico (6 hombres). Se evaluaron habilidades lingüísticas (promedio de longitud del enunciado y narración), decodificación y comprensión lectora. Los análisis descriptivos mostraron que los niños con TEL exhibían problemas en decodificación y en comprensión lectora. Utilizando la prueba exacta de Fisher, se encontró que los escolares con TEL y disminuida comprensión lectora mostraron desempeños menores que el grupo control en comprensión narrativa, producción narrativa y promedio de longitud del enunciado. Esta relación no se observó entre comprensión lectora y decodificación. Los resultados sugieren que las habilidades lingüísticas juegan un rol central en la comprensión lectora de los niños con TEL.
Evidence for the role of corrective input as a facilitator of language acquisition is inconclusive. Studies show links between corrective input and grammatical use of some, but not other, language structures. The present study examined relationships between corrective parental input and children’s errors in the acquisition of the Spanish copula verbs ser and estar. Spontaneous speech production data from 10 Chilean children (mean age 2;6, age range 1;10–3;4) interacting with their main caretaker at home were analyzed. The study focused on whether parents provided corrective input when their children produce erroneous ser and estar forms and whether it was beneficial for children’s acquisition of the copulas. Results revealed that parental corrective input was positively linked to grammatical copula use by children, although it was not linked to the number of errors, or to the children’s age. The findings suggest that corrective input is a potential source that may constrain the grammatical acquisition of the Spanish copulas.
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