Learning ser and estar in a Spanish speaking country: How can instruction help?

Abstract

This article investigates the development of grammatical accuracy in the study abroad context by analyzing the written output of 20 learners of Spanish as a second language in Costa Rica.  Following Ryan & Lafford’s (1992) initial research design; data were collected at three different time intervals; coding the total number of correct uses of two copula verbs; ser and estar; as well as the total number of obligatory contexts targeted.  In accordance with the mentioned investigation; location proved to be more prone to error than condition; although the progressive estar did not present any difficulty for the learners.  A U-shape pattern of development was found where estar was overused after one month of study abroad; and nearly the end of the semester abroad; a trend not documented before.  A close analysis of the lexical combination of adjectives or nouns and estar partially explains the results obtained; as well as the variety of Spanish the learners were exposed to.