Publication: La adquisición del sintagma determinante en español por niños de lengua materna árabe marroquí
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2016-09-20
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Universidad Complutense de Madrid
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Abstract
El objetivo principal de esta tesis es el estudio de los mecanismos generales y específicos de la adquisición del español como segunda lengua, en particular en relación con la adquisición del Sintagma Determinante (SD). Prestaremos especial atención a las diferencias y similitudes en la adquisición de esta categoría gramatical como lengua materna y como lengua segunda por niños y adultos, así como al papel de la experiencia lingüística previa y al de la edad de la primera exposición a la segunda lengua, tanto en el estadio inicial, como en el proceso y el logro final. La existencia de la facultad humana del lenguaje, como capacidad diferenciada de las otras capacidades cognitivas, es una de las asunciones de la visión chomskiana del lenguaje. Según esa visión, esta capacidad se encuentra localizada en un dominio mental prefijado, innato y específico. La adquisición del lenguaje no es una combinación de refuerzos, como propone el conductismo, sino que los niños están expuestos a un amplio rango de opciones combinatorias, de tal forma que el aprendizaje de una lengua natural consiste en la selección de parámetros y rasgos y en la adquisición del léxico (Piatelli-Palmarini, 1989). La investigación sobre la adquisición de segundas lenguas constituye un elemento principal de todos los desarrollos de la teoría chomskiana, desde la gramática transformacional al Programa Minimista (Chomsky, 1957, 1959, 1965, 1974, 1981, 1986, 1994a, 1994b, 1994c, 1994d, 1995, 1998a, 1998b, 2001; Chomsky, Beletti y Rizzi, 2000). Sin embargo, los progresos en la adecuación descriptiva, es decir, la descripción del funcionamiento lingüístico, no han contribuido siempre al desarrollo de la adecuación explicativa, la explicación de la adquisición del lenguaje. De hecho, el limitado interés mostrado por algunos de los lingüistas más renombrados que desarrollan sus investigaciones en el marco chomskiano ha podido ahondar la división metodológica establecida entre los lingüistas centrados principalmente en la teoría y los más dedicados al análisis de datos (Liceras, 2003). Las aproximaciones conexionistas o constructivistas a la adquisición del lenguaje (Elman et al., 1996; Pérez-Pereira, 2003; Ezeizaberrena, 2003) reprochan precisamente a la teoría chomskiana su escaso interés por los datos, a la vez que las ideas del innatismo y la existencia de una facultad humana específica del lenguaje...
The main object of this thesis is to investigate the principles and mechanisms involved in the acquisition of Spanish as a second language, especially in reference to the acquisition of the Determiner Phrase (DP). We will pay special attention to the differences and similarities in the acquisition of this grammatical category as mother tongue and second language by children and adults, as well as the role of previous linguistic experience and age of first exposure to the second language in the initial state, the process and final attainment. The existence of the human faculty of language, as an ability separated from the other cognitive abilities, is one of the assumptions of Chomskyan view of language. According to this view, this ability is located in a prefixed mental domain, innate and specific. Language acquisition is not a combination of reinforcements, as behaviorism proposed, but children are open to a wide range of combinatory options: learning a concrete natural language is selecting parameters or features and acquiring its lexicon (Piatelli-Palmarini, 1989). Research on second language acquisition is central to all developments of Chomskyan theory, from transformational grammar to the Minimalist Program (Chomsky, 1957, 1959, 1965, 1974, 1981, 1986, 1994a, 1994b, 1994c, 1994d, 1995, 1998a, 1998b, 2001; Chomsky, Beletti y Rizzi, 2000). However, progress in descriptive adequacy, that is to say, the description of language behavior, has not always contributed to explanatory adequacy, the explication of language acquisition. In fact, the limited interest shown by some of the most renowned linguists working within the Chomskyan framework may have influenced the methodological divide between linguists primarily focused in theory and linguists mainly focused on data (Liceras, 2003). Connectionist or constructivism approaches to language acquisition (Elman et al., 1996; Pérez-Pereira, 2003; Ezeizaberrena, 2003) regret the limited interest of Chomskyan theory in data, and do not agree with the ideas of innatism and the existence of a specific language ability...
The main object of this thesis is to investigate the principles and mechanisms involved in the acquisition of Spanish as a second language, especially in reference to the acquisition of the Determiner Phrase (DP). We will pay special attention to the differences and similarities in the acquisition of this grammatical category as mother tongue and second language by children and adults, as well as the role of previous linguistic experience and age of first exposure to the second language in the initial state, the process and final attainment. The existence of the human faculty of language, as an ability separated from the other cognitive abilities, is one of the assumptions of Chomskyan view of language. According to this view, this ability is located in a prefixed mental domain, innate and specific. Language acquisition is not a combination of reinforcements, as behaviorism proposed, but children are open to a wide range of combinatory options: learning a concrete natural language is selecting parameters or features and acquiring its lexicon (Piatelli-Palmarini, 1989). Research on second language acquisition is central to all developments of Chomskyan theory, from transformational grammar to the Minimalist Program (Chomsky, 1957, 1959, 1965, 1974, 1981, 1986, 1994a, 1994b, 1994c, 1994d, 1995, 1998a, 1998b, 2001; Chomsky, Beletti y Rizzi, 2000). However, progress in descriptive adequacy, that is to say, the description of language behavior, has not always contributed to explanatory adequacy, the explication of language acquisition. In fact, the limited interest shown by some of the most renowned linguists working within the Chomskyan framework may have influenced the methodological divide between linguists primarily focused in theory and linguists mainly focused on data (Liceras, 2003). Connectionist or constructivism approaches to language acquisition (Elman et al., 1996; Pérez-Pereira, 2003; Ezeizaberrena, 2003) regret the limited interest of Chomskyan theory in data, and do not agree with the ideas of innatism and the existence of a specific language ability...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Filología, leída el 11/01/2016