The Acquisition of Spanish as a Second Language

Kimberly L. Geeslin is Professor of Hispanic Linguistics in the Department of Spanish and Portuguese at Indiana University, USA. Her research focuses on second language Spanish and the intersection of second language acquisition and sociolinguistics. Avizia Y. Long is Assistant Professor of Spanish in the Department of World Languages and Literatures at San José State University, USA. Her research interests include the acquisition of sociolinguistic variation by non-Western learners, study abroad and the acquisition of second language Spanish phonetics and phonology, and the role of the instructor in classroom-based learning. Megan Solon is Assistant Research Scientist in the Department of Applied Health Science at Indiana University, USA. Her research focuses on the acquisition of phonetics and phonology in second and heritage language Spanish and explores the acquisition of variable phonetic features as well as the role of learning context and instructional practices on phonetic development.

Contents

PART I: Fundamentals of Research on the Acquisition of Spanish as a Second Language

Chapter One: Introduction to Perspectives on Second Language Acquisition






Introduction



The Study of Second Language Acquisition








What is a Second Language Learner?



How are Second Languages Different from Additional (Third, Fourth, Fifth, etc.) Languages?



Why is Second Language Spanish Important?



What does It Mean to "Know" a Language?








Historical perspectives








Cognitive Approaches to Second Language Acquisition



The Relationship of Social and Linguistic Factors to Language Acquisition








Key Developments in the Field of Second Language Acquisition








Common Paths of Development



Influence of the First Language



Importance of Input



Influence of Linguistic Factors, Learner Characteristics, and Social Context








The Contributions of Technology in Advancing Research on Second Language Acquisition



Summary: Critical Considerations in Assessing Research in Second Language Acquisition



Conclusion
Note



Reading beyond the Text



Comprehension

Chapter Two: Research Methods






Introduction



What Is Linguistic Data?








How Do We Characterize Linguistic Data?



What Types of Linguistic Data Do Second Language Researchers Use?








How Do We Get Linguistic Data?








Eliciting Production Data











Oral interviews





Prompt-based writing





Picture description or narration





Other types of guided production





Highly-controlled production





Interaction-based elicitation












Eliciting Judgement and Interpretation Data











Psycholinguistic Measures










What Do We Do with Linguistic Data?



Non-Linguistic Data



Conclusion
Notes



Reading beyond the Text



Comprehension

PART II. Central Issues in Second Language Acquisition and Case Studies of Spanish

Chapter Three: First Language Influence and the Acquisition of /b d g/






Introduction



The Role of First Languages in Second Language Acquisition








What is Cross-Linguistic Influence?



Historical Perspectives: The 1950’s



Historical Perspectives: Generative Grammar



Current Research Goals and Perspectives








Test Case from Spanish: The Acquisition of /b d g/








/b d g/ in Spanish



The Challenge for English-speaking Learners of Spanish








Research on /b d g/ in Second Language Spanish








Stages of Development of /b d g/



The Role of Instruction and Study Abroad








Connections








Additional Spanish Sounds



Connections beyond the Sound System








Conclusion



Reading beyond the Text



Comprehension

Chapter Four: Developmental Paths and the Acquisition of Copula Contrast






Introduction



Universal Patterns in the Path to Acquisition of a Second Language








Early Work: Morpheme Acquisition Studies



Explaining the Order of Acquisition



Criticism of the Morpheme Acquisition Studies








Test Case from Spanish: The Acquisition of Ser and Estar








The Copula Contrast in Spanish



Challenges for English-Speaking Learners of Spanish








Research on the Acquisition of Ser and Estar








Stages of Development of Copula Acquisition



Additional Learners and Learning Contexts



Stages within the [Copula + Adjective] Context








Connections








Additional Structures: Spanish Number and Gender



Connections to the Field of Second Language Acquisition








Conclusion
Notes



Reading beyond the Text



Comprehension

Chapter Five: Form-Meaning Mapping and the Acquisition of Past-Time Marking






Introduction



Form-Meaning Mapping








What is Form-Meaning Mapping?



Universal Strategies



Variation as Hypothesis Testing








Test Case from Spanish: The Acquisition of Preterit and Imperfect








The Preterit and Imperfect in Spanish



Challenges for English-speaking Learners of Spanish








Research on the Acquisition of the Preterit and Imperfect








Lexical Aspect in Preterit/Imperfect Form-Meaning Mapping



Additional Factors Affecting the Acquisition of the Preterit and Imperfect



Acquisition of the Preterit and Imperfect by Advanced Second Language Learners








Connections








Additional Structures: Spanish Subjunctive



Connections to the Field of Second Language Acquisition








Conclusion
Notes



Reading beyond the Text



Comprehension

Chapter Six: Input, Language Variation, and the Acquisition of Object Pronouns






Introduction



Input and Second Language Acquisition








Linguistic Variation and Second Language Acquisition








Test Case from Spanish: Object Pronouns








Object Pronouns in Spanish



Challenges for English-Speaking Learners of Spanish








Research on the Acquisition of Object Pronouns








Early Research and the First Noun Strategy



The Challenge of the Third Person Singular Object Pronoun: Le versus Lo



The Role of Geography








Connections








Additional Variable Structures: The Expression of Future Time Reference



Additional Variable Structures: Forms of Address



Connections to the Field of SLA








Conclusion



Reading beyond the Text



Comprehension

PART III: Expansion and Application

Chapter Seven: Study Abroad and the Acquisition of Variable /s/-weakening






Introduction



The Role of Study Abroad in Second Language Acquisition








The Influence of Study Abroad on Proficiency



Communicative Competence and Study Abroad



Study Abroad and Spanish Phonology



Study Abroad and Spanish Morphosyntax



Study Abroad and Spanish Pragmatics



The Role of Extralinguistic Factors in Mediating the Benefits of Study Abroad



The Role of Instruction in Mediating the Benefits of Study Abroad



Characteristics of the Study Abroad Context



Characteristics of the Learner








Test Case from Spanish: /s/-weakening








/s/-weakening in Spanish



Challenges for English-Speaking Learners of Spanish








Research on the Acquisition of /s/-weakening








Research on Production



Research on Perception








Connections








Additional Structures: The Interdental Fricative [θ]



Additional Structures: Variable Morphosyntax



Connections to the Field of SLA








Conclusion



Reading beyond the Text



Comprehension

Chapter Eight: Insights for the Classroom and the Acquisition of Subject Forms






Introduction



Instruction of Second Language Spanish








Insights from Second Language Acquisition that Drive Good Pedagogy



Recent Developments in Second Language Instruction



The Role of Instructor Characteristics in Language Instruction



Research on Task-based Instruction



The Pan-Dialectal Nature of Classroom Input








Test Case from Spanish: Subject Forms in Learner-Directed Language








Subject Forms in Spanish



Challenges for English-Speaking Learners of Spanish








Research on the Acquisition of Subject Forms








Patterns in the Second Language Acquisition of Subject Forms



Research on Written and Oral Learner-Directed Language



Implications for Acquisition of Subject Forms in Instructed Settings








Connections








Additional Structures: Preterit and Imperfect



Connections to the Field of SLA



i. The role of input and interaction

ii. How can language instruction foster second language acquisition?

iii. Connecting research with practice

iv. Use tasks to facilitate learning through meaningful communication

v. Consider task design features thoughtfully when planning lessons, courses, and curricula

vi. Vary interactional partners

vii. Seek and provide numerous and varied sources of input

viii. Consider individual differences

ix. Use technology thoughtfully to encourage real online interaction






Conclusion
Notes



Reading beyond the Text



Comprehension