Model
Digital Document
Publisher
Florida Atlantic University
Description
This thesis investigates the acqusition of certain negative and interrogative structures by adolescent Spanish-speaking ESL students in a bilingual community. These ESL learners demonstrated two unexpected negating strategies using not plus the verb and never plus the verb. They likewise used does/did as an overgeneralized question marker. Age of first exposure to English did not appear to be a significant factor in the acquisition of the English auxiliary, and the students' acquisition of negative and interrogative structures appeared to be delayed in this bilingual environment, despite ESL instruction.
Member of