Grammar instruction and the acquisition of gustar-type verbs by English-speaking learners of Spanish

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 Re e ences Ba do i-Ha lig, K. 2000. Tense and Aspec in Second Language Acquisi ion: 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". 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