Second Language Acquisition of Variable Structures in Spanish by Portuguese Speakers

Abstract

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.

The Relationship between WTC and Oral Proficiency Measurements in the Study Abroad Context

“…Pragmatic errors included utterances that were grammatically or lexically correct, but pragmatically inappropriate in a situation. Global errors were chosen over specific types of errors because of the considerable variability found even among native speakers of a language with certain structures (Geeslin & Guijarro-Fuentes, 2006). …”

Mother Tongue as a Determining Variable in Language Attitudes. The Case of Immigrant Latin American Students in Spain(*)

“…which are treated as relevant in studies on language attitudes in Spain (Huguet, 2006b;Huguet & Llurda, 2001;Lasagabaster, 2003) but we also had to consider other variables (such as area or country of origin, mother tongue, age of arrival, sociocultural level, length of stay in the host society, etc.) which have proved to be significant in studies related to the immigrant students (Geesling & Guijarro-Fuentes, 2006;Gibbons & Ramirez, 2004;Lawson & Sachdev, 2004;Maruny & Molina, 2001;Navarro & Huguet, 2005).…”

Beyond “Naturalistic”: On the Role of Task Characteristics and the Importance of Multiple Elicitation Methods

“…For example, a contextualized questionnaire that provides a single narrative for all participants and elicits preferences of single-utterance responses (e.g. Geeslin &Gudmestad 2008a andGeeslin &Guijarro-Fuentes 2006) would allow for a comparison of language behavior across groups on a narrative in which the total number of characters in the narrative, the level of detail included in the narrative, the types of clauses and syntactic structure employed, and so on, was identical for all participants. An instrument such as this complements what has been learned from the interview data because it truly assesses whether, when all other factors are held constant, NSs and NNSs demonstrate different frequencies of selection of the null subject form.…”