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• W90848227 abstract "Abstract This study compares the effect of a traditional approach to teaching grammar with the processing instruction approach when dealing with psychological verbs that alternate between a transitive and an intransitive use (molestarle/molestarla). The traditional approach tries to help students develop the right connections between the form of the input and its meaning emphasizing the early production of the structures. The processing instruction approach delays the production of the structure until the student has been given enough time and practice processing the input. The results, measured both by the correct interpretation and production of the structure, indicate a clear advantage for the group that was taught following the processing instruction approach. 1. Introduction Psychological verbs have always presented a challenge to the general theory of the relationship between syntax and semantics and have been the object of numerous studies especially in the past 15 years, Belletti and Rizzi (1988); Bouchard (1992); Croft (1993); Grimshaw (1990); Pesetsky (1987) Whitley (1995). I will definee this group of verbs as those that include two participants in their semantic structure, one representing the experiencer of some type of feeling, and the other one representing the cause of that feeling. Examples in English would be like, hate, fear, frighten, attract, worry, etc. A peculiarity of Spanish psychological verbs that has received little attention is the fact that there is a group of verbs that can enter an alternation between a state and an event reading, which affects their syntactic structures making them intransitive or transitive respectively. An example of the state-intransitive version is shown in (1). The event-transitive version is illustrated in (2) (1) A mi madre le preocupa mi situacion To my mother 3s-DAT worries my situation My mother worries about my situation (2) No quiero preocuparla No want-1s worry-3s-ACC I do not want to worry her The first sentence shows an intransitive use of the verb preocupar with the dative pronoun le. The second example shows the transitive version with the accusative pronoun la. I will call the transitive version the preocupar-A class, for accusative, and the intransitive version the preocupar-D, for dative. Other examples of verbs that show the same type of variation in Spanish are asustar, molestar, atraer, interesar, sorprender, etc The difference between these two structures presents a challenge even to advanced learners of Spanish. The speaker frequently has the option to decide whether the action described by the verb is to be characterized as an event or a state. The difference in meaning depends entirely on the object pronoun used to refer to the experiencer. However, the pronoun, being a grammatical item, is not a very salient feature. As VanPatten (1996) points out, learners pay more attention to lexical than to grammatical items. To complicate things even further, indirect object pronouns are usually redundant in Spanish. All this combines to make the object pronoun a feature to which learners will pay little attention. But often learners fail to understand or adequately produce the difference between event and state precisely because of a lack of attention to the object pronoun. If communicative value and saliency are good predictors of the likelihood of detection of a feature in the input, it is not surprising that the difference between these two types of verbs may go unnoticed. The goal of this study was precisely to determine which one of two different teaching approaches was more effective in helping learners acquire the correct form-meaning relationship between my preocupar-A and preocupar-D classes of psychological verbs. The study was carried out in order to compare the effects of a traditional approach to teaching this structure compared to an approach based on processing instruction. …" @default.
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• W90848227 date "2001-09-22" @default.
• W90848227 modified "2023-09-23" @default.
• W90848227 title "The Acquisition of Psychological-Verb Alternations in Spanish: Two Teaching Approaches. (Language Teaching & Learning)" @default.
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