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Input from Spanish Textbooks: Two Case Studies of Poverty/Richness of the Stimulus
Grant Goodall
260-269 (complete paper or proceedings contents)

Abstract

The input provided by three textbooks for Spanish as a second language is analyzed with regard to progressive and pronominal verb forms and compared with naturally occurring input as represented by a corpus of oral texts. It is found that progressive verb forms are overrepresented in the textbook input, while some types of pronominal verbs are severely underrepresented. In both cases, the gap between the evidence available in the input and what must eventually be acquired is widened, thus making the logical problem of language acquisition worse in these two instances.

Published in

Selected Proceedings of the 12th Hispanic Linguistics Symposium
edited by Claudia Borgonovo, Manuel Español-Echevarría, and Philippe Prévost
Table of contents
Printed edition: $270.00