The Acquisition of Variation in Second Language Spanish: How to Identify and Catch a Moving Target

Geeslin, Kimberly L.

doi:10.1002/9781444393446.ch15

Cited by 16 publications

(6 citation statements)

References 31 publications

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“…There are cases in which categorical use of a form to express a given function is not target-like, so learners must acquire the ways in which FMAs vary for NSs in order to achieve native-like use (cf. Geeslin 2011, Geeslin & Gudmestad 2010. Mood distinction in Spanish is one example of this facet of L2 acquisition.…”

Section: Form-function Mapping and Variabilitymentioning

confidence: 99%

Tense-Aspect Distinctions within the Subjunctive Mood in the Spanish of Native Speakers and Second-Language Learners

Gudmestad

2013

Studies in Hispanic and Lusophone Linguistics

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The current study constitutes the first empirical investigation of the complete repertoire of tense-aspect forms of the subjunctive mood in Spanish. In this study, I identify the frequency of use of the full range of tense-aspect forms of the subjunctive mood (e.g. present, pluperfect) that native speakers and five proficiency levels of second-language learners use in mood-choice contexts and seek to determine the linguistic contexts (i.e. functions) in which these forms occur. The results show that native speakers use the present, imperfect, and pluperfect subjunctive forms more frequently than other subjunctive forms and that they use these three forms in a range of linguistic contexts. The analysis also demonstrates that learners use these three forms in largely the same contexts as the native speakers and that they restructure the strength of their form-meaning associations as they become more proficient in the target language.

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Section: Form-function Mapping and Variabilitymentioning

confidence: 99%

Tense-Aspect Distinctions within the Subjunctive Mood in the Spanish of Native Speakers and Second-Language Learners

Gudmestad

2013

Studies in Hispanic and Lusophone Linguistics

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“…To this effect, some researchers are beginning to look at the effects of this specific misrepresentation on students' interlanguage development. Gudmestad and Geeslin (2013) show that (a) the use of the MF among students of Spanish as a foreign language unnaturally increases as a result of their learning to use this paradigm in class; and (b) NNS usage of the PF, even at the advanced level, remains consistently below that of NSs. Given that language learners need to incorporate target language sociolinguistic variation into their linguistic repertoire as they develop effective communication strategies (Geeslin 2011, 314), we strongly recommend that FL textbook and materials developers strengthen the lines of communication with variationist sociolinguists.…”

Section: Discussionmentioning

confidence: 91%

“…This latter wave of variationist research has also explored the linguistic and social constraints that condition each of the variants of futurity. In general, sociolinguistic investigations of the expression of futurity report the virtual disappearance of the MF (Lope Blanch 1972;Montes Giraldo 1962;1985), the overwhelming predominance of the PF (Blas Arroyo 2008;Silva-Corvalán and Terrell 1989), or both (Gudmestad and Geeslin 2013;Orozco 2004;2005;2007a;2007b;Osborne 2008).…”

Section: Distribution Of Future Variants In Native Speaker Usagementioning

confidence: 99%

The future tense in Spanish L2 textbooks

Orozco¹,

Thoms²

2014

SiC

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This paper revisits the treatment of the expression of futurity in Spanish foreign language (FL) textbooks. We analyzed twenty college-level Spanish FL textbooks to determine and quantify how futurity is represented. Variationist research has shown the periphrastic future (PF) to be the most frequent variant of futurity followed by the simple present (SP) and the morphological future (MF). Our findings reveal that, despite over two decades of communicative language teaching, Spanish FL textbooks still do not completely present the reality of the expression of futurity. Introductory texts present all three variants of futurity. However, there is a dramatic difference in the formal representation of these three variants in intermediate texts. The PF is formally presented in only four of the ten intermediate texts analyzed. Interestingly, all ten intermediate textbooks include a formal section on the MF. From a formal treatment perspective and unlike native speaker usage, the MF continues to be the futurity variant most often presented to learners, followed by the PF, and the SP, respectively.

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“…The acquisition of Spanish copula choice by L2 learners has garnered extensive attention in previous research. This body of work has been instrumental to the discussion of key concepts in the field such as stages of development (e.g., VanPatten, 1985(e.g., VanPatten, , 1987, context of learning (e.g., Guntermann, 1992;Ryan & Lafford, 1992), and the acquisition of variation in L2 Spanish (see Geeslin, 2011). VanPatten's seminal research on developmental stages in classroom learners' acquisition of the Spanish copular verbs laid the groundwork for research on the acquisition of Spanish copula choice by L2 learners.…”

Section: L2 Acquisition Of Spanish Copula Choicementioning

confidence: 99%

“…1 Variationist approaches to research on language variation have their origins in quantitative sociolinguistics (e.g., Labov, 1972;Preston, 2004), which seeks to identify the internal and external factors that influence language variability. As such, variationist approaches to L2 acquisition seek to identify the linguistic and extralinguistic (or social) factors that influence L2 variation and to quantify their probabilistic influence on the occurrence of the dependent variable (Adamson & Regan, 1991;Bayley, 2013;Bayley & Preston, 1996;Bayley & Regan, 2004;Geeslin, 2011;Geeslin & Long, 2014;Gudmestad, 2014). This approach is ideal for the examination of copula choice in Spanish because it offers a framework (and corresponding tools) for modeling language variability in a probabilistic manner.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Classroom Learners’ Acquisition of the Spanish Copula With Adjectives

Long

2021

Stud Second Lang Acquis

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Research on the second language (L2) acquisition of the Spanish copulas has been central to our understanding of key concepts and issues in the field of SLA such as stages of development and variability in L2s. However, this research has focused nearly exclusively on native English-speaking learners. The present study examined native Korean-speaking learners’ acquisition and use of the Spanish copulas with adjectives in oral production. Analyses of the range and frequency of copula forms produced across four levels of Spanish language study revealed an increase in ser and estar use and a decrease in developmental omission as learner level increased. Predicate type, resultant state, and Spanish grammar score significantly influenced use of estar over ser. Comparison with native English-speaking learners revealed differences between first language groups in terms of rates of form use, but similar developmental trends and predictors of estar use overall.

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The Acquisition of Variation in Second Language Spanish: How to Identify and Catch a Moving Target

Cited by 16 publications

References 31 publications

Tense-Aspect Distinctions within the Subjunctive Mood in the Spanish of Native Speakers and Second-Language Learners

Tense-Aspect Distinctions within the Subjunctive Mood in the Spanish of Native Speakers and Second-Language Learners

The future tense in Spanish L2 textbooks

Classroom Learners’ Acquisition of the Spanish Copula With Adjectives

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