<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672021000100136</article-id>
<article-id pub-id-type="doi">10.23913/ride.v11i22.883</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Learnability problems in the acquisition of the manner-of-motion verbs in L2 English by L1 Spanish speakers]]></article-title>
<article-title xml:lang="es"><![CDATA[Problemas de aprendizaje de los verbos de movimiento en el idioma inglés por hablantes nativos del idioma español]]></article-title>
<article-title xml:lang="pt"><![CDATA[Dificuldades de aprendizagem de verbos de movimento na língua inglesa por falantes nativos de espanhol]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bautista Maldonado]]></surname>
<given-names><![CDATA[Salvador]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pacheco Balam]]></surname>
<given-names><![CDATA[Gina del Pilar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferrer Méndez]]></surname>
<given-names><![CDATA[Rafael]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma del Carmen  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma del Carmen  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma del Carmen  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>11</volume>
<numero>22</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672021000100136&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672021000100136&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672021000100136&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In English the construction, &#8220;John ran into the house&#8221; has got a reading of directionality whereas in Spanish the same construction has got a locational reading. The fact is that in English those verbs known as manner -of-motion can appear with a Prepositional Phrase that express a goal (goal PP) in contrast in Spanish those constructions like &#8220;John ran into the house&#8221; express a locative reading, and to express a directional goal, Spanish requires to use a different construction such as &#8220;John entered the house running&#8221;. These two differences do cause learnability problems when Spanish speakers are learning English as a Second language . Previous studies revealed that languages like Japanese, which behaves similarly as Spanish do transfer properties of their L1, Japanese, when learning the directional goals in L2 English (Inagaki, 2002), also the Korean learners of English face the same situation as Spanish speakers and Japanese speakers (Zubizarreta and Oh, 2007). Linguists agree that those problems can be analyzed using the so well- known typology classification of languages. This typology is known as verbal framed typology and the satellite framed typology which was proposed by Talmy (2000). Following this typology, we conducted a research in order to see if Spanish speakers do acquire the English typology to express directionality with the conflation of manner of motion verbs and goal PPs. It was hypothesized that Spanish speakers will initially transfer properties of their L1 and then will attain the correct grammar of the English language as their proficiency interlanguage grammars increase. Using a Picture Matching Task proposed by Stringer (2012) that was administered to 62 participants attending the Bachelor Degree in English Language at UNACAR, those participants were divided according to the results of a Placement Test in English into three main groups: elementary (n= 27), intermediate (n= 15) and advanced (n=20). Results show that Spanish speakers, even at an elementary level, select the directional reading of the conflation pattern studied here. It seems that the input the participants receive in the classroom environment trigger the right choice of the conflation to express directionality in a correct way in L2 English.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen está disponible en el texto completo]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Em inglês, a frase "John correu para a casa" tem um significado semântico de endereço, enquanto a mesma frase, em espanhol, tem um significado semântico de localização. A diferença é que, na língua inglesa, os verbos conhecidos como verbos de movimento que quando combinados com uma preposição de endereço resultam em uma frase de endereço; enquanto em espanhol há apenas um significado de local e para expressar um evento com um significado de direção é necessário usar uma frase diferente, como "João entrou na casa correndo". Essa diferença sintático-semântica causa problemas de aprendizagem de inglês para alguns falantes. Algumas pesquisas anteriores revelam que línguas semelhantes neste aspecto ao espanhol, como o japonês, apresentam o mesmo problema ao transferir a gramática de L1 para L2 (Inagaki, 2002). Outro exemplo é o coreano, que, assim como o japonês e o espanhol, apresenta esse problema de aprendizagem no campo sintático-semântico do inglês como L2 (Zubizarreta e Oh, 2007). Os lingüistas concordam que esse problema pode ser analisado em como as línguas expressam eventos em predicados complexos. Uma das teorias mais utilizadas para a análise deste tipo de evento é a classificação tipológica das linguagens em Verb-Framed e Satellite-Framed (Talmy, 2000). Com o objetivo de investigar se os falantes do espanhol adquirem o sentido semântico-sintático de direção, por meio da combinação de um verbo de movimento com uma preposição de direção, na língua inglesa, foi realizado o seguinte experimento. Em primeiro lugar, supôs-se que falantes de espanhol com baixo nível de inglês transfeririam as propriedades semânticas de seu L1 para expressar direção em inglês e, posteriormente, uma vez que atingissem um nível superior, seriam capazes de internalizar a construção correta para expressar direção. em L2. Nesta pesquisa, foi aplicado um instrumento proposto por Stringer (2012) que consiste em um conjunto de desenhos em que os participantes deveriam selecionar a frase de acordo com o desenho apresentado. O instrumento foi aplicado a 62 participantes, que foram divididos em três grupos de estudo, dependendo do nível de inglês. Os grupos foram formados da seguinte forma: 27 participantes de nível básico, 15 participantes de nível intermediário e 20 participantes de nível avançado. Os resultados obtidos mostram que mesmo os participantes do nível básico foram capazes de detectar corretamente sentenças com um significado semântico de direção. Aparentemente, os resultados indicam que os participantes desse experimento adquirem o significado semântico-sintático devido ao aprendizado que obtêm em sala de aula, e isso lhes permite adquirir os verbos de movimento dos níveis básicos.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[syntax-semantics interface]]></kwd>
<kwd lng="en"><![CDATA[L1 transfer]]></kwd>
<kwd lng="en"><![CDATA[Interlanguage]]></kwd>
<kwd lng="en"><![CDATA[conflation]]></kwd>
<kwd lng="en"><![CDATA[optionality]]></kwd>
<kwd lng="es"><![CDATA[interface sintáctica-semántica]]></kwd>
<kwd lng="es"><![CDATA[transferencia de la L1]]></kwd>
<kwd lng="es"><![CDATA[intralenguaje]]></kwd>
<kwd lng="es"><![CDATA[combinación]]></kwd>
<kwd lng="es"><![CDATA[opcionalidad]]></kwd>
<kwd lng="pt"><![CDATA[interface sintático-semântica]]></kwd>
<kwd lng="pt"><![CDATA[transferência L1]]></kwd>
<kwd lng="pt"><![CDATA[intra-linguagem]]></kwd>
<kwd lng="pt"><![CDATA[combinação]]></kwd>
<kwd lng="pt"><![CDATA[opcionalidade]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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