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• W2503229207 abstract "The study of the second language acquisition of the Spanish copular verbs ser (‘to be’) and estar (‘to be’) in pre-adjectival contexts has remained a challenge for several reasons. First, early studies used binary categories ‘ser + characteristic’ and ‘estar + condition’ to assess learner copula choice (VanPatten, 1987; Ryan & Lafford, 1992). This categorization has since been questioned given that it is estimated that over 80% of adjectives can be used with either copula (Vano-Cerda, 1982; Mesa Alonso et al., 1993). Furthermore, it has been argued that native speakers highlight specific contextual meanings through copula choice (Falk, 1979a, 1979b; Silva-Corvalan, 1986, 1994), suggesting that not only can either copula be used appropriately with most adjectives, but that either copula can be used appropriately with most adjectives in the same types of contexts. This is especially problematic when studying L2 learners, because the highlighted contextual meaning according to copula choice may not correspond with the learner’s intended meaning. Consider, for instance, the utterance la chica es feliz (‘the girl is happy’), produced by a learner in any context. First, both ser and estar can be used appropriately with the adjective feliz. Second, though the use of ser highlights a specific meaning (permanency, for example) it is difficult to tell whether the highlighted meaning corresponds with the meaning intended by the learner. Recent approaches to the study of the SLA of the Spanish copula have therefore moved away from assessment to instead describe the ‘bundle of features’ that predict copula choice (Falk, 1979a; Clements, 1988; Silva-Corvalan, 1986, 1994; Geeslin, 2000, 2003). However, the systematic study of contextual variables as predictors of copula choice remains elusive due to instrument design that does not control for context nor enables the researcher to confirm speaker intent (Geeslin & Woolsey, 2004; Woolsey, 2006a). In an effort to address these challenges, the current study uses an instrument designed specifically to control contextual variables and to provide ways to confirm speaker intent (Woolsey, 2006a). By using this instrument, the study is able to examine the development of learner use of ‘estar + adjective’ in contexts where a comparison within an individual frame of reference is possible (Falk, 1979a, 1979b). Estar is usually associated with these kinds of comparisons, which refer to instances when the referent is compared to itself at a previous point in time. One hundred and one Englishspeaking Spanish students at four different levels of proficiency at a large university in the United States participated in the study. Elicitation instruments included a picture-description task of famous people. Findings from the study are examined in relation to recent predictive models (Geeslin, 2000, 2003) as well as needs for future research of the SLA of Spanish copula choice." @default.
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• W2503229207 date "2006-01-01" @default.
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• W2503229207 title "Development of Learner Use of'Estar + Adjective' in Contexts of Comparison within an IndividualFrame of Reference" @default.
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