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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 4 of 4 1 Acquiring Spanish at the Interfaces: An Integrative Approach to the L2 Acquisition of Psych-Verbs ... Gomez Soler, Inmaculada. - : University of North Carolina at Chapel Hill, 2012 BASE Show details 2 Acquiring Spanish at the Interfaces: An Integrative Approach to the L2 Acquisition of Psych-Verbs Gomez Soler, Inmaculada. - : University of North Carolina at Chapel Hill. Library, 2012. : University of North Carolina at Chapel Hill, 2012 BASE Show details 3 The morphosyntax-lexicon interface breakdown: an aspectual account of the L2 acquisition of ser and estar by L1 English speakers ... Gómez-Soler, Inmaculada. - : The University of North Carolina at Chapel Hill University Libraries, 2009 BASE Show details 4 The morphosyntax-lexicon interface breakdown : an aspectual account of the L2 acquisition of ser and estar by L1 English speakers Gómez-Soler, Inmaculada.. - : University of North Carolina at Chapel Hill. Library, 2009. : University of North Carolina at Chapel Hill, 2009 Abstract: This thesis analyzes the L2 acquisition of ser and estar by L1 English speakers. My results showed the following patterns: overgeneralization of ser, omission of estar, difficulty with semantic constraints and with locations of events and better performance in the written task. These facts can be explained by means of the Missing Surface Inflection Hypothesis. I claim that the problems with ser and estar stem from processing difficulties and an impossibility to retrieve estar from the lexicon due to the difficulty that L1 English learners of Spanish have identifying its aspectual properties. Interestingly, L1 learners show the opposite pattern: they overgeneralize estar. This fact can be explained through the Aspect First Hypothesis, which proposes that children use inflectional morphology to mark aspect. So, the aspectual element seems to be the key to understanding both the L1 and the L2 processes of acquisition of ser and estar. URL: http://dc.lib.unc.edu/u?/etd,2545 BASE Hide details

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