Estudio de verbos copulativos a partir de corpus de aprendices

IF 0.9 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Porta Linguarum Pub Date : 2015-01-01 DOI:10.30827/digibug.53767

H. Lu, A. Cheng

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引用次数: 3

Abstract

espanolEl presente trabajo se concentra en el estudio de los verbos copulativos SER/ ESTAR desde la perspectiva de la lengua aprendida por los estudiantes taiwaneses cuya lengua materna es chino. Llegamos a las siguientes conclusiones: (1) La incorrecta omision decrece durante el proceso de desarrollo. (2) El uso de SER de los estudiantes de niveles mas avanzados es mas correcto que los iniciales. (3) SER se aprende mas temprano y mejor que ESTAR. (4) El uso correcto de ESTAR en la estructura ESTAR+Adjetivo es relativamente dificil. Los taiwaneses se asemejan a los nativos ingleses como se propuso en los estudios anteriores. EnglishThis study investigated the acquisition order of the Spanish copular verbs, SER/ESTAR, by students in Taiwan, whose first language is Mandarin Chinese. The findings suggested (1) the incorrect use of copular omission gradually decreased as learners’ proficiency levels increased; (2) The usage of SER by more advanced learners is more accurate than that of beginning-level learners; (3) SER is acquired before ESTAR; (4) the structure of ESTAR with adjective is more difficult to be acquired than other uses of copulas. The findings corroborate with previous studies on the acquisition order of the Spanish SER/ESTAR. Keywords: learners’ corpus, copular verb, omission, adjective

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从学习者语料库中学习交媾动词

本文主要从母语为汉语的台湾学生学习语言的角度来研究连接动词SER/ ESTAR。我们得出以下结论:(1)错误遗漏在开发过程中减少。(2)高级学生使用SER比首字母更正确。(3)“存在”比“存在”学习得更早、更好。(4) be +形容词结构中be的正确用法比较困难。台湾人与之前的研究中提出的英国本地人相似。本研究调查了以普通话为母语的台湾学生的西班牙语交配动词SER/ star的习得顺序。(1)随着学习者熟练程度的提高，不正确使用省略交配行为逐渐减少;(2)更多的高级学习者使用SER比初级学习者更准确;(3)存在之前是获得的;(4)带有形容词的存在结构比copulas的其他用法更难以获得。这一发现证实了以前对西班牙人的收购顺序的研究。关键词:学习者语料库，交配动词，省略，形容词

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来源期刊

Porta Linguarum Social Sciences-Education

CiteScore

1.70

自引率

16.70%

发文量

期刊介绍： PORTA LINGUARUM is an international and interuniversity journal that specialises in foreign language didactics. Its aims to publish empirical studies, critical revisions, and theoretical models that relate to the many factors that influence the FL teaching and learning: - The social and school context: the family’s social and cultural influence as well as the student’s mother language and its influence on the L2 learning process, etc. - The students: their personal characteristics (age, gender, personality traits, etc.) as well as their attitudes, motivation, cognitive styles, etc. - The FL teacher: the teacher’s mental representations, attitudes, motivation, individual characteristics, teaching methods, etc. - Learning conditions and the learning process, variables that influence the teaching and learning processes in the classroom: efficiency of teaching strategies, teaching methods and techniques, second language acquisition processes, students and teachers interaction, effect of teaching resources and materials, etc. - Learning outcomes: evaluation of procedures as well as the evaluation of the students’ communicative competence at different academic levels, etc.