Second language acquisition of the Spanish verb ESTAR with adjectives: an exploration of contexts of comparison and immediate experience
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| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
München
LINCOM EUROPA
2009
|
| Series: | LINCOM studies in language acquisition
26 |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Physical Description: | XIV, 420 S. Ill., graph. Darst. 210 mm x 148 mm |
| ISBN: | 9783895865275 |
Staff View
MARC
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| 245 | 1 | 0 | |a Second language acquisition of the Spanish verb ESTAR with adjectives |b an exploration of contexts of comparison and immediate experience |c Daniel S. Woolsey |
| 264 | 1 | |a München |b LINCOM EUROPA |c 2009 | |
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| 490 | 1 | |a LINCOM studies in language acquisition |v 26 | |
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| 650 | 4 | |a Spanish language |x Verb | |
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Record in the Search Index
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| adam_text | Titel: Second language acquisition of the spanish verb ESTAR with adjectives
Autor: Woolsey, Daniel S.
Jahr: 2009
TABLE OF CONTENTS
LIST OF TABLES............................................................................................................xi
LIST OF FIGURES.........................................................................................................xiii
LIST OF APPENDICES..................................................................................................xiv
CHAPTER 1: INTRODUCTION.......................................................................................1
1.1 SER AND ESTAR: A BRIEF OVERVIEW................................................................2
1.2 INSTRUCTIONAL TEXTS AND TEXTBOOKS.......................................................5
1.2.1 PORROCHE BALLESTEROS (1988)................................................................6
1.2.2 ¿SABÍAS QUE...?................................................................................................9
1.2.3 ¿QUÉ TE PARECE?..........................................................................................13
1.2.4 REPASE Y ESCRIBA.......................................................................................15
1.2.5 CONCLUSION: INSTRUCTIONAL TEXTS AND TEXTBOOKS................19
1.3. OBJECTIVES OF THE PRESENT STUDY............................................................22
1.4. OUTLINE OF THE PRESENT STUDY...................................................................24
CHAPTER 2: REVIEW OF THE LITERATURE...........................................................26
2.1 THEORETICAL DESCRIPTIONS OF SER AND ESTAR........................................27
2.1.1 GRAMMARS AND TRADITIONAL DICHOTOMIES..................................32
2.1.1.1 Selected grammars...................................................................................32
Haussen (1913) - perfective vs. imperfective.................................................33
Morley (1925)-durative vs. transitory, inherent vs. accidental....................33
Ramsey Spaulding (1956) - nature vs. condition.......................................36
Giliy Gaya (1961) - perfective vs. imperfective...........................................37
Stockwell, Bowen Martin (1965) - classification vs. comment..................38
Solé Solé (1977) - quality vs. state of being...............................................39
2.1.1.2 Critiques of grammars and traditional dichotomies..................................42
Navas Ruiz (1963, 1986).................................................................................42
Falk (1979a)....................................................................................................45
2.1.1.3 Conclusion: Grammars and traditional dichotomies.................................47
2.1.2 ADJECTIVE CLASS.........................................................................................50
2.1.2.1 Navas Ruiz (1963, 1986) - classification of adjectives............................50
De Mello (1979)..............................................................................................59
2.1.2.2 Vafló-Cerdá (1982)...................................................................................61
2.1.2.3 Conclusion: Adjective class......................................................................64
2.1.3 SYNTAX - PERFECTIVITY, RESULTANT STATES, PREDICATE TYPE 66
2.1.3.1 Perfectivity................................................................................................67
Lujan (1980,1981)..........................................................................................67
2.1.3.2 Resultant states..........................................................................................75
Cirot (1904, 1931)..........................................................................................75
Bosque (1990).................................................................................................76
Schmitt (1992).................................................................................................78
2.1.3.3 Predicate type............................................................................................80
Leonetti (1994)................................................................................................80
Fernàndez-Leborans (1995)...........................................................................84
2.1.3.4 Conclusion: Syntax - perfectivity, resultant states, predicate type..........87
2.1.4 SEMANTICS/PRAGMATICS - CHANGE, NORMS, COMPARISONS AND
FEATURE BUNDLE.................................................................................................92
2.1.4.1 The principle of change............................................................................93
Bull (1942,1965)............................................................................................93
The principle of change: Criticism and defense.............................................97
Roldan (1974a, 1974b).................................................................................103
Conclusion: The principle of change............................................................105
2.1.4.2 Norm theory............................................................................................107
Falk (1979a, 1979b)......................................................................................107
Delbecque (1997)..........................................................................................118
2.1.4.3 Comparison.............................................................................................119
Franco Steinmetz (1983, 1986).................................................................119
2.1.4.4 Feature matching.....................................................................................122
Clements (1988)............................................................................................122
2.1.4.5 Conclusion: Semantics/Pragmatics - change, norms, comparisons and
feature bundle......................................................................................................130
2.1.5 THE STYLISTIC USE OF ESTAR.................................................................137
2.1.5.1 Stylistic potential and immediate perceptions........................................138
Parker (1927)................................................................................................138
Andrade (1919).............................................................................................139
Guitart (2002)...............................................................................................140
2.1.5.2 The comment transformation...............................................................141
Aid (1973, 1976)...........................................................................................141
Tobôn de Castro (1979)................................................................................143
2.1.5.3 Conclusion: The stylistic use of estar.....................................................144
2.1.6 INSTRUCTIONAL APPROACHES AND TECHNIQUES...........................146
Campbell(1940)...........................................................................................146
Spurr (1939, 1945)........................................................................................147
Ruggeri Marchetti (1977).............................................................................148
Delbecque De Koek (1981).......................................................................149
Higgs(1985).................................................................................................150
Mason (1990)................................................................................................151
Cheng (2002)................................................................................................152
Conclusion: Instructional approaches and techniques.................................153
2.1.7 CONCLUSION: THEORETICAL DESCRIPTIONS OF SER AND ESTAR. 155
2.2 THE SLA OF THE SPANISH COPULA.................................................................160
2.2.1 EARLY RESEARCH IN THE SLA OF SER AND ESTAR............................161
2.2.2 TRANSITIONAL STUDIES IN THE SPANISH COPULA..........................167
2.2.2.1 Silva-Corvalán (1986, 1994)...................................................................167
2.2.2.2 Additional studies in sociolinguistics.....................................................174
2.2.2.3 Transitional studies in the SLA of copula choice...................................176
2.2.2.4 Conclusion: Transitional studies in the Spanish copula.........................178
2.2.3 THE MULTI-VARIABLE MODEL OF ANALYSIS....................................181
2.2.3.1 The multi-variable model of analysis.....................................................181
2.2.3.2 Continued research using the multi-variable model of analysis.............188
2.2.3.3 Extension of the multi-variable model of analysis.................................192
2.2.3.4 Conclusion: The multi-variable model of analysis.................................194
2.2.4 CONCLUSION: THE SLA OF THE SPANISH COPULA...... 205
2.3 THE CURRENT STUDY.........................................................................................207
2.3.1 THEORETICAL FRAMEWORK......................................Z.........................207
2.3.2 METHODOLOGICAL FRAMEWORK..................................................209
2.3.3 RESEARCH QUESTIONS.............................................................................211
CHAPTER 3: METHODOLOGY................................................ 212
3.1 REVIEW OF RESEARCH METHODOLOGIES......ZZZZZZZZZZZZZZZZZ 214
3.1.1 METHODOLOGIES FROM SLA AND SOCIOLINGUISTICS ..............214
3.1.2 THE NEED FOR A NEW RESEARCH DESIGN..........................................217
3.1.2.1 Reanalysis using the broader discourse context......................................218
3.1.2.2 Limitations in previous research tasks.................... ..........220
3.1.3 CONCLUSION: REVIEW OF RESEARCH METHODOLOGIES^.............225
3.2 PICTURE DESCRIPTION TASK.. 226
3.2.1 PILOT STUDY............................................................ ..................... 227
3.2.1.1 Initial design of the picture description task...........................................227
3.2.1.2 Pilot study: Research questions..............................................................230
3.2.1.3 Pilot study: Participants......................................ZZZZZZZZZZZZ............231
3.2.1.4 Pilot study: Data Collection......................Z.Z.ZZZZZZZ.ZZZZZZZZ.Z.ZZ. 232
3.2.1.5 Pilot study: Methods of Analysis.........................ZZZZZZZZZZZ ............232
3.2.1.6. Pilot study results.................................. 233
frequency and distribution of adjectives......................................................233
Results: Contexts of comparison...................................................................235
Results: Contexts of reaction........................................................................237
Results: English repetition task....................................[[ 238
* -y orVÍ;7;TConClUSÍOn: Successes and limitations of initial designZZZZZZZZZZZ. 240
3.2.2 FINAL PICTURE DESCRIPTION TASK 242
3 3 rä™^0N: PICTURE description task::::::::::::: 245
3.3 CONTEXTUALIZED PREFERENCE TASK 246
3.4 THE CURRENT STUDY. .........................................................XZ
3.4.1 PARTICIPANTS..... .................................................................................ÍZ
3.4.2 RESEARCH TASKS.......................................................................................249
^™EFRAME AND IN-CLASS PROTOCOLS 1.........................................251
AN ^ZZZZZZZZZZZ
3 5 dÍÍSSS? L,EME AND STATISTICAL ANA^^ZZZZZZZZZZZ.... 253
3.5 DISCUSSION: METHODOLOGY..................... 258
CHAPTER 4: RESULTS ,,,
4.1 DESCRIPTIVE STATISTICS..................................................................................ÎÀ
4.1.1 DESCRIPTIVES: PARtÍcÍpaNTs ::::....................................................262
4.1.1.1 Background questionnaire .............................................- a-
4.1.1.2 Proficiency test..................ZZZZZZZ.....................................................265
4.1.2 DESCRIPTIVES: DATA.................................................................................268
4.1.2.1 Copula + adjective contexts.................................................................268
4.1.2.2 Independent variables.............................................................................271
4.1.2.3 Additional variables................................................................................273
4.2 DATA ANALYSES..................................................................................................277
4.2.1 TASK TYPE....................................................................................................279
4.2.2 RESPONSE GIVEN........................................................................................282
4.2.2.1 Estar........................................................................................................282
4.2.2.2 Ser...........................................................................................................285
4.2.2.2 The case for parecer................................................................................287
4.2.3 RESULTS: INDIVIDUAL FRAME OF REFERENCE..................................296
4.2.3.1 Descriptives: Response given by comparisons.......................................296
4.2.3.2 Initial analysis: Comparison slides.........................................................299
Comparison slides and estar.........................................................................299
Comparison slides and estar/parecer...........................................................302
4.2.3.3 Second analysis: Before vs. now comparisons..................................305
Comparison frames and estar.......................................................................306
Comparison frames and estar/parecer.........................................................309
4.2.3.4 Third analysis: Initial vs. subsequent descriptions............................311
Sequential comparisons and estar................................................................312
Sequential comparisons and estar/parecer...................................................314
Sequential comparisons and ser...................................................................316
4.2.3.5 Summary: Comparisons within an individual frame of reference..........320
4.2.4 RESULTS: IMMEDIATE EXPERIENCE......................................................323
4.2.4.1 Descriptives: Response given in contexts of immediate experience......323
4.2.4.2 Analysis: Immediate experience.............................................................327
Immediate experience and estar...................................................................327
Immediate experience and estar/parecer......................................................329
4.2.4.3 Exploration: Unusualness and immediate experience............................332
Unusualness and estar..................................................................................337
Unusualness and estar/parecer.....................................................................339
4.2 A A Summary: Contexts of visual, immediate experience with the referent. 341
4.2.5 MULTIPLE REGRESSION ANALYSIS.......................................................343
Regression analysis: estar...................................................................................344
Regression analysis: estar/parecer......................................................................350
4.3 CONCLUSION: RESULTS.....................................................................................355
CHAPTER 5: DISCUSSION AND CONCLUSION.....................................................358
5.1 DISCUSSION: RESEARCH QUESTIONS.............................................................359
5.1.2 DISCUSSION: INDIVIDUAL FRAME OF REFERENCE .........................359
5.1.2.1 Research question one.............................................................................359
5.1.2.2 Individual frame of reference and the SLA of copula choice..............360
5.1.2.3 Individual frame of reference and theoretical conceptualizations.......361
5.1.3 DISCUSSION: IMMEDIATE EXPERIENCE .............................................365
5.1.3.1 Research question two............................................................................365
5.1.3.2 Immediate experience and the SLA of copula choice..........................366
5.1.3.3 Immediate experience and theoretical conceptualizations...................367
5.2 DISCUSSION: METHODOLOGY..........................................................................370
5.3 DISCUSSION: THE CASE FOR PARECER...........................................................372
5.4 INSTRUCTIONAL CONSIDERATIONS...............................................................375
5.5 CONCLUSION.........................................................................................................378
REFERENCES...............................................................................................................379
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| spelling | Woolsey, Daniel S. Verfasser aut Second language acquisition of the Spanish verb ESTAR with adjectives an exploration of contexts of comparison and immediate experience Daniel S. Woolsey München LINCOM EUROPA 2009 XIV, 420 S. Ill., graph. Darst. 210 mm x 148 mm txt rdacontent n rdamedia nc rdacarrier LINCOM studies in language acquisition 26 Spanisch Second language acquisition Spanish language Adjective Spanish language Verb ser (DE-588)4194792-7 gnd rswk-swf Hilfsverb (DE-588)4159881-7 gnd rswk-swf Spanisch (DE-588)4077640-2 gnd rswk-swf estar (DE-588)4153061-5 gnd rswk-swf (DE-588)4113937-9 Hochschulschrift gnd-content Spanisch (DE-588)4077640-2 s Hilfsverb (DE-588)4159881-7 s estar (DE-588)4153061-5 s ser (DE-588)4194792-7 s DE-604 LINCOM studies in language acquisition 26 (DE-604)BV012911902 26 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018861517&sequence=000004&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Woolsey, Daniel S. Second language acquisition of the Spanish verb ESTAR with adjectives an exploration of contexts of comparison and immediate experience LINCOM studies in language acquisition Spanisch Second language acquisition Spanish language Adjective Spanish language Verb ser (DE-588)4194792-7 gnd Hilfsverb (DE-588)4159881-7 gnd Spanisch (DE-588)4077640-2 gnd estar (DE-588)4153061-5 gnd |
| subject_GND | (DE-588)4194792-7 (DE-588)4159881-7 (DE-588)4077640-2 (DE-588)4153061-5 (DE-588)4113937-9 |
| title | Second language acquisition of the Spanish verb ESTAR with adjectives an exploration of contexts of comparison and immediate experience |
| title_auth | Second language acquisition of the Spanish verb ESTAR with adjectives an exploration of contexts of comparison and immediate experience |
| title_exact_search | Second language acquisition of the Spanish verb ESTAR with adjectives an exploration of contexts of comparison and immediate experience |
| title_full | Second language acquisition of the Spanish verb ESTAR with adjectives an exploration of contexts of comparison and immediate experience Daniel S. Woolsey |
| title_fullStr | Second language acquisition of the Spanish verb ESTAR with adjectives an exploration of contexts of comparison and immediate experience Daniel S. Woolsey |
| title_full_unstemmed | Second language acquisition of the Spanish verb ESTAR with adjectives an exploration of contexts of comparison and immediate experience Daniel S. Woolsey |
| title_short | Second language acquisition of the Spanish verb ESTAR with adjectives |
| title_sort | second language acquisition of the spanish verb estar with adjectives an exploration of contexts of comparison and immediate experience |
| title_sub | an exploration of contexts of comparison and immediate experience |
| topic | Spanisch Second language acquisition Spanish language Adjective Spanish language Verb ser (DE-588)4194792-7 gnd Hilfsverb (DE-588)4159881-7 gnd Spanisch (DE-588)4077640-2 gnd estar (DE-588)4153061-5 gnd |
| topic_facet | Spanisch Second language acquisition Spanish language Adjective Spanish language Verb ser Hilfsverb estar Hochschulschrift |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018861517&sequence=000004&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV012911902 |
| work_keys_str_mv | AT woolseydaniels secondlanguageacquisitionofthespanishverbestarwithadjectivesanexplorationofcontextsofcomparisonandimmediateexperience |