A parametric interpretation of learners' errors: The acquisition of Spanish null objects

Abstract

One contribution that the study of language acquisition can make to language instruction is a reassessment of learners ’ errors. The study of second language acquisition can inform the teaching profession by providing practitioners with an understanding of the nature of grammatical errors. Many second language learners' grammatical errors can be best understood as indicators of a developmental process that is deep and internal; rather than as a failure to learn classroom material. In this study we argue that an assortment of various errors with pronouns in the second language acquisition reflects necessary steps in language development. An examination of written data gathered from university level students reveal that some learners have not acquired the deep properties of the null subject grammar of Spanish. However; these data also provide evidence that a number of the subjects have internalized some of the subtle semantic rules that govern pronoun usage in Spanish.