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The Acquisition of Ser and Estar Distinctions in Spanish/English Bilingual Children.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Acquisition of Ser and Estar Distinctions in Spanish/English Bilingual Children./
Author:	Reyes, Nancy J.
Description:	1 online resource (65 pages)
Notes:	Source: Masters Abstracts International, Volume: 56-06.
Contained By:	Masters Abstracts International56-06(E).
Subject:	Linguistics. -
Online resource:	click for full text (PQDT)
ISBN:	9780355157147

The Acquisition of Ser and Estar Distinctions in Spanish/English Bilingual Children.
Reyes, Nancy J.

The Acquisition of Ser and Estar Distinctions in Spanish/English Bilingual Children. - 1 online resource (65 pages)

Source: Masters Abstracts International, Volume: 56-06.

Thesis (M.A.)

Includes bibliographical references

The current study examines the acquisition of the Spanish copula verbs ser and estar by seventeen (n=17) simultaneous Spanish-English bilingual children, aged 7;3 to 13;9 years (M=9;1), born and raised in the United States. Twenty (n=20) monolingual children from Mexico, aged 5;0 to 15;4 years (M=9;5), served as control baseline. In contrast to English, Spanish has two copular verbs that can be found in both complimentary distribution and in contrastive contexts. The acquisition of ser/ estar alternation has been found to be difficult for L2 learners and bilingual children. Previous research on bilingual children's acquisition of ser and estar specifically has revealed an early onset of the oral production of these verbs---by 3;0 years of age---that is similar to, although not congruent to the production of monolingual children (Silva-Corvalan & Montanari, 2008). The present study explores the extent to which bilingual children acquire ser/ estar target-like distinctions, and the role of cross-linguistic influence and age effects in this process. An Elicited Production Task modeled after Schmitt & Miller (2007) and Cuza & Guijarro-Fuentes (2017) was conducted to test the distinctions of ser and estar in pre-adjectival conditions and in event locatives.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355157147Subjects--Topical Terms:

557829
Linguistics.
Index Terms--Genre/Form:

554714
Electronic books.

The Acquisition of Ser and Estar Distinctions in Spanish/English Bilingual Children.
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040 $a MiAaPQ $b eng $c MiAaPQ
099 $a TUL $f hyy $c available through World Wide Web
100 1 $a Reyes, Nancy J. $3 1183891
245 1 4 $a The Acquisition of Ser and Estar Distinctions in Spanish/English Bilingual Children.
264 0 $c 2017
300 $a 1 online resource (65 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Masters Abstracts International, Volume: 56-06.
500 $a Adviser: Alejandro Cuza-Blanco.
502 $a Thesis (M.A.) $c Purdue University $d 2017.
504 $a Includes bibliographical references
520 $a The current study examines the acquisition of the Spanish copula verbs ser and estar by seventeen (n=17) simultaneous Spanish-English bilingual children, aged 7;3 to 13;9 years (M=9;1), born and raised in the United States. Twenty (n=20) monolingual children from Mexico, aged 5;0 to 15;4 years (M=9;5), served as control baseline. In contrast to English, Spanish has two copular verbs that can be found in both complimentary distribution and in contrastive contexts. The acquisition of ser/ estar alternation has been found to be difficult for L2 learners and bilingual children. Previous research on bilingual children's acquisition of ser and estar specifically has revealed an early onset of the oral production of these verbs---by 3;0 years of age---that is similar to, although not congruent to the production of monolingual children (Silva-Corvalan & Montanari, 2008). The present study explores the extent to which bilingual children acquire ser/ estar target-like distinctions, and the role of cross-linguistic influence and age effects in this process. An Elicited Production Task modeled after Schmitt & Miller (2007) and Cuza & Guijarro-Fuentes (2017) was conducted to test the distinctions of ser and estar in pre-adjectival conditions and in event locatives.
520 $a Results showed that both bilingual and monolingual children overwhelmingly selected estar where estar is required in adjectival contexts. The bilingual children further overextended estar in both adjectival contexts and event locatives where ser is required. While the monolingual children selected ser in ser-required contexts more often than the bilingual children, their production was far from target-like and approximated free variation. An individual analysis did not reveal either cross-linguistic influence or age effects in the bilingual children's elicited production. Variable and reduced input are posited as causative factors in these results.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Linguistics. $3 557829
650 4 $a Language. $3 571568
655 7 $a Electronic books. $2 local $3 554714
690 $a 0290
690 $a 0679
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Purdue University. $b Languages and Cultures. $3 1183890
773 0 $t Masters Abstracts International $g 56-06(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10270275 $z click for full text (PQDT)