ELIA 4, 2003, 255-279
GRAMMAR INSTRUCTION AND THE ACQUISITION OF
GUSTAR-TYPE VERBS BY ENGLISH-SPEAKING LEARNERS OF
SPANISH
Ma ía Dolo es López Jiménez
Uni e sidad de Se illa
Spanish gus a - ype e bs o m pa o a g oup called psych e bs (Belle i
and Rizzi 1988). These e bs pose po en ial lea nabili y p oblems o
English-speaking lea ne s o college-le el Spanish since he mos equen
and unma ked wo d o de wi h gus a -cons uc ions is OVS in con as o
he obliga o y SVO pa e n in English. This s udy add esses wo ques ions:
a) Does ins uc ion p omo e he acquisi ion o gus a - ype e bs? b) I so,
a e he e ask e ec s1? A o al o 24 uppe -le el beginne s ( i s yea , second
semes e ) o Spanish as an FL pa icipa ed in his s udy: 12 o med pa o
he ea men g oup and 12 we e included in he con ol g oup. Two h ee-
pa es s we e adminis e ed in a 3-week pe iod. The p e- and pos - eaching
es s consis ed o a mul iple-choice ask, a sc ambled sen ences ask and a
ee p oduc ion ask, and we e dis ibu ed du ing he i s and hi d week,
espec i ely. Teaching which consis ed o g amma explana ion and p ac ice
ook place he hi d day o class o he i s week. A o al o six days o class
elapsed be ween bo h es s. Resul s indica ed ha he ea men g oup
ou pe o med he con ol g oup in he sc ambled sen ences and he mul iple-
choice asks, bu no in he ee p oduc ion ask in he pos - eaching es . A
1 This e m is used o e e o he a iabili y in language use e iden when lea ne s a e asked
o pe o m di e en asks.
Es udios de
lingüís ica inglesa aplicada
256 M. D. López Jiménez
ELIA 4, 2003, pp. 255-279
ask e ec was ound: p oduc ion o a ge -like o ms by bo h he
expe imen al and con ol g oups dec eased as p oduc ion became less
con olled.
Key wo ds: Psych e b, ocus on o m s. ocus on o mS ins uc ion, ask
e ec , cyclical syllabus.
1. In oduc ion
The incen i e o his s udy is wo old: i s , gus a - ype e bs p esen a
ecu en p oblem o English-speaking lea ne s o Spanish; second, no much
esea ch has been done on he acquisi ion o his ype o e b (c . Mon ul
1997).
The Spanish gus a - ype e bs o m pa o a g oup o e bs called
psych e bs. Appa en ly, hey show a bi a y mappings be ween hei
seman ics ( hema ic oles) and syn ax (syn ac ic posi ions) (Mon ul 1997).
These e bs con ain a heme and an expe ience . The syn ac ic posi ion o
subjec may be occupied by an expe ience o a heme. Acco ding o Belle i
and Rizzi (1988), he e a e h ee classes o psych e bs in I alian: 1) he
eme e (“ ea ”) class: Gianni eme ques o, “Gianni ea s his”; 2) he
p eoccupa e (“wo y”) class: Ques o p eoccupa Gianni, “This wo ies
Gianni”; 3) he piace e (“like”) class: A Gianni piace ques o,“To Gianni
pleases his”.
Class I psych e bs (“ ea ” in English) a e ansi i e: he expe ience
appea s in he subjec posi ion, whe eas he heme akes he objec posi ion.
Class II (“ igh en”) p esen s he opposi e mapping; in his case he subjec
and he objec a e pe o med by a heme and an expe ience , espec i ely.
Class III a e, acco ding o Belle i and Rizzi (1988), unaccusa i es. The
expe ience appea s in subjec posi ion bu akes he case ma king o an
indi ec objec . The e b equi es ag eemen wi h he heme, which emains
in an objec posi ion. Ei he he expe ience o he heme may appea in
G amma ins uc ion and he … 257
ELIA 4, 2003, pp. 255-279
p e e bal o pos e bal posi ion, a unique cha ac e is ic o his hi d class o
psych e bs. English lacks his hi d class.
In Spanish, da i e expe ience s a e used wi h gus a - ype e bs
(I alian piace e “ o like”), ha is, ascina “ o ascina e”, impo a “ o be
impo an , o ma e ”, aleg a “ o make someone happy”, con ence “ o
con ince”, disgus a “ o displease”, moles a “ o bo he ”, jus o name a ew.
Acco ding o Mon ul (1997: 192) he e a e a gumen s in a o o
expe ience s being ea ed ei he as objec s (indi ec objec ) o subjec s o
he e b: “a gumen s in a o o expe ience s as objec s es almos
exclusi ely on he oblique case ma king. By con as , a gumen s o
subjec hood a e suppo ed by hei beha io wi h binding and con ol”. In
his s udy, gus a - ype e bs a e ea ed as ollows:
1) (A mí) me gus an las manzanas
indi ec objec (expe ience ) subjec ( heme)
“I like apples”
As indica ed by he pa en hesis, he p eposi ional ph ase is op ional.
I s p esence indica es an empha ic o cla i ying unc ion. Howe e , he
p esence o he indi ec objec is always equi ed; o he wise, he gus a - ype
cons uc ion becomes ung amma ical. Spanish gus a - ype e bs always ake
he hi d pe son (singula /plu al) and allow he heme o be ei he in
p e e bal o pos e bal posi ion, whe eas he indi ec objec is always
p e e bal:
2) a. (A mí) me gus an las manzanas; b. Las manzanas me gus an (a mí); c.
*Las manzanas gus an me.
2. Goals
The pu pose o his s udy is o in es iga e he e ec s o ins uc ion on he
acquisi ion o Spanish gus a - ype e bs by na i e speake s o English a he
college le el. These e bs pose po en ial lea nabili y p oblems because he
mos equen and unma ked wo d o de o his ype is OVS. This o de
258 M. D. López Jiménez
ELIA 4, 2003, pp. 255-279
di e s om he ypical subjec - e b-objec o de in Spanish o om he
obliga o y subjec - e b-objec (SVO) pa e n in English. VanPa en’s (1984)
s udy o 59 English lea ne s o Spanish showed ha noun- e b-noun (NVN)
is in e p e ed as agen -ac ion-objec . Thus, when s uden s a e gi en
sc ambled sen ences like a mí/gus a /las buenas no as “To me o-like good
g ades”, hey end o con e hem in o Yo gus o las buenas no as “I like
good g ades”, a non-accep able cons uc ion in Spanish.
This s udy explo es he ollowing ques ions:
a) Does ins uc ion p omo e he acquisi ion o gus a - ype e bs?
b) A e he e ask e ec s?
A numbe o s udies ha e been ca ied ou in o de o in es iga e he
e icacy o ins uc ion, compa ing ins uc ed lea ne s who we e unde an
expe imen al ea men wi h hose who we e no . Cadie no’s (1995) s udy
in es iga ed he e icacy o adi ional o m- ocused ins uc ion as opposed
o p ocessing ins uc ion. A o al o 80 subjec s, en olled in second-yea
uni e si y-le el Spanish classes a he Uni e si y o Illinois, pa icipa ed in
his expe imen . T adi ional ins uc ion consis ed in p esen ing he lea ne s
wi h explana ions abou he o m and posi ion o di ec objec p onouns
wi hin he sen ence and gi ing p ac ice on how o c ea e sen ences wi h
hese p onouns. P ocessing ins uc ion in ol ed eaching he lea ne s how o
in e p e OVS s ings and ha ing he pa icipan s espond o he con en o
OV s ings. The p e es and he h ee pos es s con ained bo h in e p e a ion
asks and w i en p oduc ion asks. The esul s e ealed ha subjec s who
ecei ed p ocessing ins uc ion showed gains in comp ehension and
p oduc ion, whe eas hose who expe ienced adi ional ins uc ion imp o ed
p oduc ion only.
G amma ins uc ion and he … 259
ELIA 4, 2003, pp. 255-279
3. Me hodology
3.1. Pa icipan s
A o al o 24 uppe -le el beginne s ( i s yea , second semes e ) o Spanish
as an FL pa icipa ed in his s udy: 12 o med pa o he ea men g oup
(subjec s #1 o #12) and 12 we e included in he con ol g oup (subjec s #13
o #24). The subjec s chose hei own nickname o iden i y hemsel es in he
di e en pa s o he es ing ins umen s.
3.2. Ins umen
The ma e ial consis ed o wo h ee-pa es s: a p e- eaching and a pos -
eaching es . The h ee pa s o each es consis ed o a sc ambled sen ences
ask, a mul iple-choice ask, and a ee w i en p oduc ion ask.
The sc ambled sen ences ask con ained ou een sen ences o be
done in en minu es. Each indi ec objec p onoun (me “me”(1sg.), e “you”
(2sg.), le “him/he ” (3sg.), nos “us” (1pl), les “ hem”(3pl)) occu ed wice,
excep o he hi d pe son singula and plu al indi ec objec p onouns,
which p esen ed ou occu ences each (eigh o al). Ins ances o he hi d
pe son indi ec objec p onoun we e doubled because eache s obse ing
s uden s’ homewo k sugges ed ha le and les end o be mo e p oblema ic
om an acquisi ional poin o iew. They a e supe icially qui e simila
compa ed o he opposi ion me (1sg.) e sus nos (1pl.). The second pe son
plu al indi ec objec p onoun, os, was no included since his o m is no
augh in S150 ( i s yea , second semes e o Spanish, ha is, uppe -le el
beginne s).
The only clue ha he s uden s had o p oduce he indi ec objec
p onoun was a p eposi ional ph ase (e.g. a mí “ o me”, a mis amigos “ o my
iends”): P eocupa / a mí/ las emisiones de los coches iejos “Wo y/ o me
/ he emissions o old ca s”. The p esence o his p eposi ional ph ase is
op ional in gus a - ype cons uc ions, hough ha is no he case o he

260 M. D. López Jiménez
ELIA 4, 2003, pp. 255-279
da i e p onoun. The combina ion o all he indi ec objec p onouns was
dis ibu ed in such a way ha ins ances o he same p onoun did no appea
in wo consecu i e sen ences.
The mul iple-choice ask con ained en sen ences ha p o ided he
con ex o he mul iple-choice answe s. The sen ences we e cons uc ed
such ha nei he an indi ec objec p onoun no a gus a - ype e b was
p esen (e.g: Los p o eso es de his o ia ienen mucho in e és en las
pi ámides de Egip o, “P o esso s o His o y a e e y in e es ed in Egyp ian
py amids”).
Unde nea h each sen ence he e we e ou possible answe s wi h his
s uc u e: indi ec objec p onoun (singula /plu al) plus a gus a - ype e b
(singula /plu al). When he hi d pe son indi ec objec p onoun
(singula /plu al) and a gus a - ype e b (singula /plu al) we e es ed a he
same ime, all ou choices con ained a hi d pe son o m. Each p onoun (me,
e, nos) appea ed in wo o he ou choices, whe eas in he o he wo op ions
a hi d pe son (singula /plu al) indi ec objec p onoun was used. The e b o
each op ion was he same, a ying in numbe (singula /plu al) only, e.g.:
Yo es oy ne iosa po mi examen (“I am ne ous because o my
exam”)
a. Les p eocupa (“I wo ies hem”) c. Le p eocupa (“I wo ies
him/he ”)
b. Me p eocupan (“They wo y me”) d. Me p eocupa (“I wo ies me”)
The e b numbe o each le/les combina ion was decided upon he
e b numbe o he co ec answe .
The ee p oduc ion ask consis ed o h ee passages. Fo each o he
h ee passages he s uden s had o epo he au ho ’s belie abou ecology
using a gus a - ype e b ( h ee sen ences o al). The e we e also wo lis s o
gus a - ype e bs and a glossa y p o ided a he end o he h ee eadings.
The eason o p esen ing he h ee asks in his o de , sc ambled
sen ences, mul iple-choice, ee p oduc ion, was o a oid moni o use in he
G amma ins uc ion and he … 261
ELIA 4, 2003, pp. 255-279
sc ambled sen ences ask, since he second ask con ained he a ge
s uc u e. The mul iple-choice ask could no ha e inc eased he moni o use
on he ee p oduc ion ask since i was gi en on a di e en day.
3.3. P ocedu e
The wo h ee-pa es s we e adminis e ed in a 3-week pe iod. The p e-and
he pos - eaching es s we e dis ibu ed on he i s wo days o class o he
i s and he hi d week, espec i ely. The ins uc ional ea men o he
expe imen al g oup ook place on he hi d day o class o he i s week. Six
days o class elapsed be ween he p e es and he pos es .
The sc ambled sen ences and he mul iple-choice asks we e
dis ibu ed on he same day ( he i s day o class o he i s and he hi d
week o he p e- and pos - eaching es s, espec i ely), whe eas he ee
p oduc ion ask was adminis e ed on he ollowing day o class ( he second
day o class o he i s and he hi d week o he p e- and pos - eaching
es s, espec i ely). Each es had o be dis ibu ed on wo di e en days due
o Depa men policy.
The eaching o his g amma poin was p esen ed in a i y-minu e
class unde he opic ¿Somos una sociedad consumido a? “A e we a
consume socie y?” aken om he ex book ¿Qué e pa ece? (Lee, Young,
Wol , and Chandle 2000a). This ex book ollows he ene s o he
Communica i e App oach o Spanish language eaching (c . Lee and
VanPa en 1995). The eaching plan consis ed o a i e-minu e in oduc ion
o he opic based on he ques ion ¿Qué e gus a comp a ? “Wha do you
like o buy?”, ollowed by a i een-minu e ocus on o m g amma
explana ion unde he heading “Gus a and Simila Ve bs”. Dough y and
Williams (1998: 3) make a dis inc ion be ween wo ypes o g amma
eaching, ha is, a ocus on o m ype and a o ms-in-isola ion ype: “a ocus
on o m en ails a p e equisi e engagemen in meaning be o e a en ion o
linguis ic ea u es can be expec ed o be e ec i e…[whe eas] he adi ional
no ion o o mS always en ails isola ion o ex ac ion o linguis ic ea u es
om he con ex o om communica i e ac i i y”. Following his
262 M. D. López Jiménez
ELIA 4, 2003, pp. 255-279
di e en ia ion, he app oach o g amma in his s udy was based on a
adi ional no ion o o mS.
G amma ins uc ion was also accompanied by wen y-eigh minu es
o g amma exe cises om bo h he wo kbook and he ex book i led ¿Qué
e pa ece?. Th ee di e en asks we e p ac iced in class: a i e-minu e
mul iple-choice ac i i y (s uc u ed inpu ac i i y), an eigh -minu e
sc ambled sen ences ac i i y (s uc u ed ou pu ac i i y), and a i een-
minu e ee p oduc ion exe cise (s uc u ed ou pu ac i i y), which con ained
ou eading passages based on he opinion o ou di e en Spania ds abou
ecology and en i onmen al issues. The las wo minu es o class we e spen
on a summa y o he main poin s ea ed in class ha day.
Acco ding o Lee and VanPa en (1995), s uc u ed inpu ac i i ies
should p ecede s uc u ed ou pu ac i i ies. This app oach o g amma
ins uc ion di e s om adi ional app oaches based on “an almos exclusi e
ocus on p oduc ion […], when g amma is p esen ed, e e y ex book has
hund eds o manipula i e and con olled p ac ices ha ha e he lea ne
“c ea ing” ou pu wi h pa icula o ms o s uc u es. We ques ioned he
u ili y o hese p ac ices o ge ing linguis ic in o ma ion in o he
de eloping sys em” (Lee and VanPa en 1995: 118-119).
The con ol g oup did no ecei e specialized ins uc ion on gus a -
ype e bs. Apa om no ecei ing specialized ins uc ion on gus a - ype
e bs, he con ol g oup ollowed he same syllabus as he o he s uden s
om S150.
4. Analysis and esul s
The h ee elici a ion asks we e analyzed sepa a ely. In his sec ion a o al o
six summa y ables, one o each ask o each g oup, is p esen ed:
G amma ins uc ion and he … 263
ELIA 4, 2003, pp. 255-279
270 M. D. López Jiménez
ELIA 4, 2003, pp. 255-279
The occu ence o non- a ge -like o ms could be jus i ied by means
o a se ies o lea ne s a egies: o example, L1 ans e , a oidance, L2
o e gene aliza ion, and simpli ica ion. In e ms o ans e , he cases
discussed below belong o one o he h ee ca ego ies in o which Lo (1983)
classi ies ans e , ha is, ans e o s uc u e (an L1 ea u e is used in he
place o a a ge language ea u e). The in oduc ion o se and es a in on
o a gus a - ype e b (in he o m o an in ini i e, a conjuga ed o m, o a
de i ed adjec i e) ( o example, es impo a , es impo an e, es impo a, son
impo an, es án impo an) is p obably due o he lea ne ´s L1 in luence. The
s uden s who inse ed o ms o o be migh ha e been plugging in
ansla ions o English wo ds such as a e impo an , is impo an a he han
using he app op ia e cons uc ion (gus a - ype e bs). Indeed, in Spanish
he sen ence Los lib os me impo an should be ansla ed in o "The books a e
impo an o me".
In addi ion, some s uden s end o assign numbe and pe son o he
e b on he basis o he indi ec objec p onoun ha p ecedes he gus a - ype
e b. The mos equen and unma ked wo d o de o his cons uc ion is
objec - e b-subjec (OVS) (Me gus an mis lib os, "I like my books"). This
o de di e s om he obliga o y subjec - e b-objec (SVO) pa e n (I like
my books) in English. Thus, he s uden s ans e ed hei L1 pa e n o
Spanish.
In e ms o a oidance, I will ollow Selige ´s (1989) posi ion: in
o he wo ds, a oidance only akes place i he lea ne has shown knowledge
o he a ge ed o m/s uc u e. Thus, subjec s #1 and #8, o example,
a oided he use o a p onoun in ele en ou o he ou een obliga o y
con ex s in he p e es . Howe e , subjec #2´s and subjec #4´s pe o mances
in he p e es could no be conside ed a case o a oidance since hey did no
p oduce any p onoun a all in he ou een obliga o y con ex s.
Ano he s a egy is o e gene aliza ion: L1 and L2 lea ne s make
e o s like goed (ins ead o wen ) and cabo (ins ead o quepo "I i "), which
a e conside ed ex ensions o some gene al ule o i ems no co e ed by ha
ule in he L1 o he L2 . In his s udy some s uden s ( o example, subjec

G amma ins uc ion and he … 271
ELIA 4, 2003, pp. 255-279
#11) p oduced he e lexi e p onoun se "sel " ins ead o he indi ec objec
p onouns le "him/he " and les " hem". The p onoun se "sel " is highly
equen in Spanish since i may unc ion as a e lexi e p onoun, as a ma ke
o impe sonali y (impe sonal se), and may eplace le and les when hey
p ecede lo, la ( hi d pe son singula di ec objec p onouns), los, las ( hi d
pe son plu al di ec objec p onouns). The p onoun se is also
mo phologically close o le and les han any o he p onoun. The e we e
o he s uden s ( o example, subjec #1) who eso ed o he singula o m o
ma k he e b. Subjec #1 chose o ma k he hi d pe son o gus a - ype
e bs wi h he singula o m in nine o he en obliga o y con ex s in which
numbe had o be indica ed. Ne e heless, he hi d pe son singula was
equi ed only in i e ou o he en obliga o y con ex s. The es equi ed a
plu al ma king o he e b.
The las s a egy, s uc u al simpli ica ion (see Ellis´ (1982)
di e en ia ion), could be ound in hose cases whe e he s uden s used he
base o m (an in ini i e) o a gus a - ype e b ins ead o a conjuga ed o m
(subjec #2 and subjec #9)
6. Concluding ema ks
Ins uc ion p omo es he acquisi ion o gus a - ype e bs. The ea men
g oup, al hough i sco ed lowe and/o equal o he compa ison g oup in he
p e es , ou pe o med he con ol g oup in he sc ambled sen ences and he
mul iple-choice asks in he pos es . The ype o ins uc ional ea men ,
explici g amma eaching, he s uden s ecei ed did no help hem o be
awa e o he a ge ed s uc u e in ee con ex s. Ins uc ion is jus one
a iable among many, and does no seem o be a p i ileged a iable a all.
Ins uc ion does no ha e he powe o al e ing acquisi ion o de s, al hough i
e y likely inc eases i s a e. The e a e o he ac o s (such as he ype o ask,
indi idual lea ne di e ences, language lea ning s a egies, e c.) ha
oge he wi h he ins uc ional ea men a e esponsible o he inal
ou come.
In he e en o u he s udies, he e a e desi able changes o be
aken in o accoun : i s , i would be necessa y o eso o lowe -le el
272 M. D. López Jiménez
ELIA 4, 2003, pp. 255-279
lea ne s in o de o a oid a ceiling e ec in he mul iple-choice ask o he
p e es ; second, he numbe o obliga o y con ex s o he ee p oduc ion
ask would ha e o be expanded in o de o make he da a om his ype o
ask mo e obus , and he esul s mo e eliable; hi d, i would be in e es ing
o dis ibu e a second pos es o in es iga e whe he he ins uc ional e ec s
a e long las ing o no .
F om a pedagogical pe spec i e, he e a e se e al eaching
implica ions ha would also ha e o be conside ed in u he s udies In his
s udy, he g amma poin was in oduced and explained in Spanish ollowing
one o he Depa men ´s ules: all Spanish classes ha e o be conduc ed in
Spanish and no ansla ion in o English is allowed in class. Pe haps a
p esen a ion and explana ion o he same g amma in bo h languages,
Spanish and English, would help he s uden s o ob ain be e esul s in he
pos es .
I would also be wise o expand he wen y-eigh minu es spen in
class p ac icing each o he h ee asks. In his way, one could a oid ha ing
he p esen a ion and p ac ice o gus a - ype e bs comp ise he i y-minu e
class. In addi ion o his, he p ac ice o each o he h ee asks would ake
place on h ee di e en days. Wi h hese changes, i would be possible o
s udy he e ec (s), i any, ha spending mo e ime on he p ac ical pa o
he ins uc ional ea men could ha e on he acquisi ion o gus a - ype e b
cons uc ions.
Finally, i would be ad isable o inco po a e a complex cons uc ion
like his in a cyclical syllabus as opposed o a linea one. A cyclical syllabus
o e s wo ad an ages: he ecu ence o he i em (in his case, he g amma
poin ) h oughou he syllabus allows 1) a con inual e iew o he i em
s udied, and 2) an expansion o he i em a s ep u he .
G amma ins uc ion and he … 273
ELIA 4, 2003, pp. 255-279
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Fo m, Meaning, and Use. Malden, MA: Blackwell Publishe s.
Belle i, A. and Rizzi L. 1988. "Psych e bs and he a heo y". Na u al
Language and Linguis ic Theo y 6: 291-352.
Cadie no, T. 1995. "Fo mal ins uc ion om a p ocessing pe spec i e: An
in es iga ion in o he Spanish pas ense". Mode n Language Jou nal
79: 179-193.
Dough y, C. and Va ela E. 1998. "Communica i e ocus on o m" in C.
Dough y and J. Williams (eds.). Focus on Fo m in Class oom Second
Language Acquisi ion. Camb idge: Camb idge Uni e si y P ess.
Dough y, C. and Va ela, E. 1998. "Communica i e ocus on o m" in C.
Dough y and J. Williams (eds.). Focus on Fo m in Class oom Second
Language Acquisi ion. Camb idge: Camb idge Uni e si y P ess.
Dough y, C. and Williams J. 1998. "Issues and Te minology".in C. Dough y
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