Ser and estar: Corrective input to children’s errors of the Spanish copula verbs

Abstract

Evidence for the role of corrective input as a facilitator of language acquisition is inconclusive. Studies show links between corrective input and grammatical use of some, but not other, language structures. The present study examined relationships between corrective parental input and children’s errors in the acquisition of the Spanish copula verbs ser and estar. Spontaneous speech production data from 10 Chilean children (mean age 2;6, age range 1;10–3;4) interacting with their main caretaker at home were analyzed. The study focused on whether parents provided corrective input when their children produce erroneous ser and estar forms and whether it was beneficial for children’s acquisition of the copulas. Results revealed that parental corrective input was positively linked to grammatical copula use by children, although it was not linked to the number of errors, or to the children’s age. The findings suggest that corrective input is a potential source that may constrain the grammatical acquisition of the Spanish copulas.