The Dustman: a longitudinal case study on non-acquisition of conflated manner of motion in advanced learners of English

• Autores: Consuelo Pérez Benítez
• Localización: RAEL: revista electrónica de lingüística aplicada, ISSN 1885-9089, Vol. 22, Nº. 1, 2023, págs. 22-43
• Idioma: inglés
• Títulos paralelos:
  • El Barrendero: un estudio longitudinal sobre la adquisición del componente semántico de camino en estudiantes avanzados de inglés
• Enlaces
  • Texto Completo Ejemplar
• Resumen
  • español

    Este estudio sigue el desarrollo de siete estudiantes de inglés como segunda lengua durante 17 años y analiza si se pueden adquirir patrones de lexicalización específicos a la L2 si estos no se instruyen específicamente. Concretamente se centra en el componente semántico de camino (path) tal como lo explican Talmy (2000) y Slobin (1987, 2004, 2017). Se arguye que los estudiantes de inglés avanzado de lenguas de marco verbal que se han beneficiado de una adquisición tanto instruida como natural de la L2 en general desconocen que el inglés conceptualiza el movimiento de forma distinta (Jarvis & Pavlenko 2008) y, por tanto, tienden a transferir patrones léxicos de su lengua a la L2. El estudio propone que el conocimiento de estas diferencias conceptuales puede evitar la fosilización y llevar a un mayor progreso en estudiantes muy avanzados.

  • English

    This case study follows seven learners of English as a Second Language for 17 years and looks into the acquisition of motion lexicalization patterns in English, specifically the path component as explained by Talmy (2000) and Slobin (1987, 2004, 2017). The data suggest that advanced Spanish learners of English benefitting from both instructed and naturalistic acquisition show an unawareness of differences in the conceptualization of motion in the L2 (Jarvis & Pavlenko 2008).

    And as a consequence, learners may not develop common L2 lexicalization patterns of motion - reflected in their interlanguage - but can also curtail further advancement as fossilization may set in prematurely. This study posits that awareness of conceptual differences between languages can lead to more progress and proficiency in late advanced learners.

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