This study provides a model for examining the second language (L2) acquisition of structures where the first language (L1) and L2 are similar, and where native speaker (NS) use varies. Research on the copula contrast in Spanish (ser and estar mean “to be”) has shown that an assessment of learner choice cannot rely on an error analysis (Geeslin, 2001, 2003a; Geeslin & Guijarro‐Fuentes, 2004). Obligatory contexts are difficult to identify because norms for copula use with adjectives are changing (Silva‐Corvalán, 1994; Guijarro‐Fuentes & Geeslin, in press) and NSs vary in their choices for a given context (Geeslin, 2003a). A more effective approach to assessing the acquisition of variable structures incorporates statistical models that identify features of the discourse that best predict copula choice for NSs and nonnative speakers (NNSs). Our research design, which incorporates semantic and discourse‐pragmatic constraints, is the first to apply this approach to the acquisition of L2 Spanish by Portuguese‐speaking learners. Because Portuguese also possesses copula choice, unlike previously researched L1s, our research also shows that the L2 and the L1 can be compared through analyses based on discourse features and the degree to which each predicts copula choice. Three participant groups were studied: NSs of Spanish (N = 19), Portuguese‐speaking NNSs of Spanish (N = 11), and NSs of Portuguese (N = 11). Thus, our definition of NS targets comes from two separate sociolinguistic studies in addition to our study of L2 data. The data elicited using a 28‐item contextualized preference task were coded and analyzed according to seven discourse features present in each [copula + adjective] context. Results show that both groups of NSs share the same four predictors, differing only in the level of significance of each. In contrast, the Portuguese NNSs of Spanish are different from each of the other two groups. Our study connects work on the acquisition of Spanish by Portuguese learners to the growing body of research on L2 variation.

No abstract

In some contact situations between Spanish and English there is an acceleration of the process of the extension of estar that may be due to lack of access to the formal written standard, features of English in particular or general processes of simplification that result from the cognitive demands of bilingualism (Silva-Corvalán, 1994). In our large-scale analysis of data from a contextualized preference task collected in four areas of the lberian Peninsula where Spanish is in contact with a regional language (Basque, Catalan, Galician and Valencian) and in monolingual regions of Spain, we identify differences in the numbers of unanimous responses, and frequency and predictors of estar selection across populations. We show that more frequent selection of estar is not a characteristic of all bilingual groups, and several linguistic predictors of estar are common to all groups. Additionally, we find that more frequent selection of estar occurs in some varieties even among bilinguals with ample access to the formal standard.

The current study represents a detailed examination of the linguistic variables that are significantly related to verb-form use in contexts of future-time reference for advanced learners and native speakers of Spanish. The results show that the factors lexical temporal indicator, clause type and temporal distance are related to the verb forms that both groups use to express the function of futurity and that (un)certainty and grammatical person and number are only important for native speakers, thus demonstrating that the learners have not yet reached native-like use of this variable structure. In addition to providing more information on the variable use of futuretime reference for native and non-native speakers, the investigation makes methodological advancements in the study of morphosyntactic variation by defining a token by the function it performs in communication and by examining the full range of verb forms speakers use to fulfill this function.

This article adds to the growing body of research focused on second-language (L2) variation and constitutes the first large-scale study of the production of potentially variable grammatical structures in Spanish by English-speaking learners. The overarching goal of the project is to assess the range of forms used and the degree to which native and L2 speakers of Spanish differ in several independently defined syntactic or discourse-based contexts. The contexts examined in the current study have been the object of sociolinguistic research in monolingual environments and include the following: copula contrast, mood distinction, past-time reference, future-time reference, and subject expression. Interview data from 16 English-speaking learners and 16 native speakers of Spanish from a variety of countries, all of whom are part of a single speech community in the United States, are examined. The analysis focuses on the range of forms used in each of the contexts investigated and the frequency with which these forms appear. A possible relation of individual characteristics, such as country of origin, years of language study, and time spent abroad, to this frequency of use is also considered.