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Hablantes Nativos y Errores de Gramática

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Hablantes Nativos y Errores de Gramática

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Este artículo es sobre los errores gramaticales que hacen hablantes nativos del español. Me parece interesante porque siempre hablo con mis amigos hispanohablantes sobre el español que aprendemos en clase y como es diferente del español que hablan en casa. En general, los errores son pequeños y no impiden la comprensión del hablante, sino que cuando están escribiendo son mas obvios. Lo que me interesa de este asunto es que la formalidad de la idioma hablado puede cambiar basado en la manera de aprender la lengua.

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Question: Do native Spanish speakers make as many grammatical mistakes in everyday Spanish as Americans do in everyday English? I am American and I make grammatical mistakes all the time unknowingly, but they still get the point across.

Answer: Unless you're an incessant stickler for grammatical details, chances are you make dozens of errors each day in the way you use English. And if you're like many native speakers of English, you might not notice until you're told that a sentence such as "each of them brought their pencils" is enough to make some grammarians grit their teeth.

Since language errors are so common in English, it shouldn't come as a surprise that Spanish speakers make their share of mistakes too when speaking their language. They generally aren't the same mistakes you're likely to make when speaking Spanish as a second language, but they are probably every bit as common in Spanish as they are in English.

Following is a list of some of the most common errors made by native speakers; some of them are so common they have names to refer to them. (Because there isn't unanimous agreement in all cases about what is proper, examples given are referred to as nonstandard Spanish rather than as "wrong." Some linguists argue that there's no such thing as right or wrong when it comes to grammar, only differences in how various word usages are perceived.) Until you are so comfortable with the language that you have reached fluency and can use a style of speech appropriate for your situation, you are probably best off avoiding these usages - although they are accepted by many speakers, especially in informal contexts, they might be viewed as uneducated by some.

In some areas, the use of where will do has become so common that it is on the verge of being considered a regional variant, but in other areas it is strongly looked down on as being the mark of an inadequate education.

Le is the "correct" pronoun to use as the indirect object meaning "him" or "her." However, lo is sometimes used for the male indirect object, especially in parts of Latin America, and la for the female indirect object, especially in parts of Spain.

Where doing so doesn't create ambiguity, especially where the indirect object is explicitly stated, it is common to use le as a plural indirect object rather than les.

Cuyo is often the Spanish equivalent of the adjective "whose," but it is used infrequently in speech. One popular alternative frowned on by grammarians is the use of que su.

Plural Use of Existential Haber

In the present tense, there is little confusion in the use of in a sentence such as " hay una casa" ("there is one house") and " hay tres casas" ("there are three houses").

In other tenses, the rule is the same - the singular conjugated form of haber is used for both singular and plural subjects. In most of Latin America and the Catalan-speaking parts of Spain, however, plural forms are often heard and are sometimes considered a regional variant.

Misuse of the Gerund

The Spanish gerund (the verb form ending in -ando or -endo, generally the equivalent of the English verb form ending in "-ing") should, according to the grammarians, generally be used to refer to another verb, not to nouns as can be done in English. However, it appears to be increasingly common, especially in journalese, to use gerunds to anchor adjectival phrases.

Nonstandard: No conozco al hombre viviendo con mi hija.

Standard: No conozco al hombre que vive con mi hija. (I don't know the man living with my daughter.)

Orthographic Errors

Since Spanish is one of the most phonetic languages, it's tempting to think that mistakes in spelling would be unusual. However, while the pronunciation of most words can almost always be deduced from the spelling (the main exceptions are words of foreign origin), the reverse isn't always true. Native speakers frequently mix up the identically pronounced b and the v, for example, and occasionally add a where it doesn't belong. It also isn't unusual for native speakers to get confused on the use of orthographic accents (that is, they may confuse que and qué, which are pronounced identically).

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Native Spanish Speakers Make Mistakes Too

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Question: Do native Spanish speakers make as many grammatical mistakes in everyday Spanish as Americans do in everyday English? I am American and I make grammatical mistakes all the time unknowingly, but they still get the point across. Answer: Unless you're an incessant stickler for grammatical details, chances are you make dozens of errors each day in the way you use English.

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Esta canción es muy popular en España y algunos países latinoamericanos para enseñar sonidos de animales a los niños. Lo vi en mis clases cuando yo era muy jóven, y siempre me fascina que los sonidos de animales pueden ser tan diferentes en varias culturas. Ahora, entiendo que es parte de la lengua que se llama arbitrariedad, donde el significado de la palabra no tiene reglas pero la gente están de acuerdo de que significa una palabra.

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PULCINO PIO - El Pollito Pio (Official video)

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Este video explora las ventajas de aprender una idioma a una edad jóven. La doctora refiere a ciencia del cerebro para explicar como el cerebro de los jóvenes tiene mas plasticidad, entonces se puede aceptar y recordar información mas fácilmente. La doctora dijo que el mejor tiempo de aprender una idioma es entre los años 2 a 13, pero dijo también que es necesario recordar que nunca está demasiado tarde para aprender, aunque puede ser un poco mas difícil.

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What’s The Best Age To Learn A Second Language?

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Este artículo es un resumen de un estudio científico de Rice University sobre la conexión entre la adquisición de la lengua y la música. El artículo explica que los sonidos que oyen los jóvenes cuando están aprendiendo la lengua tienen el mismo efecto que los sonidos de una canción. Es interesante porque la mayoría de gente piensa que la música viene de la lengua, pero este artículo alega que la lengua realmente es una forma de música.

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Rice University

Office of Public Affairs / News & Media Relations

NEWS RELEASE

B.J. Almond
713-348-6770
balmond@rice.edu
Theory: Music underlies language acquisition
HOUSTON - (Sept. 18, 2012) - Contrary to the prevailing theories that music and language are cognitively separate or that music is a byproduct of language, theorists at Rice University's Shepherd School of Music and the University of Maryland, College Park (UMCP) advocate that music underlies the ability to acquire language.

"Spoken language is a special type of music," said Anthony Brandt, co-author of a theory paper published online this month in the journal Frontiers in Cognitive Auditory Neuroscience. "Language is typically viewed as fundamental to human intelligence, and music is often treated as being dependent on or derived from language. But from a developmental perspective, we argue that music comes first and language arises from music."

Brandt, associate professor of composition and theory at the Shepherd School, co-authored the paper with Shepherd School graduate student Molly Gebrian and L. Robert Slevc, UMCP assistant professor of psychology and director of the Language and Music Cognition Lab.

"Infants listen first to sounds of language and only later to its meaning," Brandt said. He noted that newborns' extensive abilities in different aspects of speech perception depend on the discrimination of the sounds of language - "the most musical aspects of speech."

The paper cites various studies that show what the newborn brain is capable of, such as the ability to distinguish the phonemes, or basic distinctive units of speech sound, and such attributes as pitch, rhythm and timbre.

The authors define music as "creative play with sound." They said the term "music" implies an attention to the acoustic features of sound irrespective of any referential function. As adults, people focus primarily on the meaning of speech. But babies begin by hearing language as "an intentional and often repetitive vocal performance," Brandt said. "They listen to it not only for its emotional content but also for its rhythmic and phonemic patterns and consistencies. The meaning of words comes later."

Brandt and his co-authors challenge the prevailing view that music cognition matures more slowly than language cognition and is more difficult. "We show that music and language develop along similar time lines," he said.

Infants initially don't distinguish well between their native language and all the languages of the world, Brandt said. Throughout the first year of life, they gradually hone in on their native language. Similarly, infants initially don't distinguish well between their native musical traditions and those of other cultures; they start to hone in on their own musical culture at the same time that they hone in on their native language, he said.

The paper explores many connections between listening to speech and music. For example, recognizing the sound of different consonants requires rapid processing in the temporal lobe of the brain. Similarly, recognizing the timbre of different instruments requires temporal processing at the same speed - a feature of musical hearing that has often been overlooked, Brandt said.

"You can't distinguish between a piano and a trumpet if you can't process what you're hearing at the same speed that you listen for the difference between 'ba' and 'da,'" he said. "In this and many other ways, listening to music and speech overlap." The authors argue that from a musical perspective, speech is a concert of phonemes and syllables.

"While music and language may be cognitively and neurally distinct in adults, we suggest that language is simply a subset of music from a child's view," Brandt said. "We conclude that music merits a central place in our understanding of human development."

Brandt said more research on this topic might lead to a better understanding of why music therapy is helpful for people with reading and speech disorders. People with dyslexia often have problems with the performance of musical rhythm. "A lot of people with language deficits also have musical deficits," Brandt said.

More research could also shed light on rehabilitation for people who have suffered a stroke. "Music helps them reacquire language, because that may be how they acquired language in the first place," Brandt said.

The research was supported by Rice's Office of the Vice Provost for Interdisciplinary Initiatives, the Ken Kennedy Institute for Information Technology and the Shepherd School of Music.

For the full text of the theory paper, visit http://www.frontiersin.org/Auditory_Cognitive_Neuroscience/10.3389/fpsyg.2012.00327/abstract.

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Located on a 300-acre forested campus in Houston, Rice University is consistently ranked among the nation's top 20 universities by U.S. News & World Report. Rice has highly respected schools of Architecture, Business, Continuing Studies, Engineering, Humanities, Music, Natural Sciences and Social Sciences and is home to the Baker Institute for Public Policy. With 3,708 undergraduates and 2,374 graduate students, Rice's undergraduate student-to-faculty ratio is 6-to-1. Its residential college system builds close-knit communities and lifelong friendships, just one reason why Rice has been ranked No. 1 for best quality of life multiple times by the Princeton Review and No. 4 for "best value" among private universities by Kiplinger's Personal Finance. To read "What they're saying about Rice," go to http://futureowls.rice.edu/images/futureowls/Rice_Brag_Sheet.pdf.
Follow Rice News and Media Relations via Twitter @RiceUNews.

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Theory: Music underlies language acquisition

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Contrary to the prevailing theories that music and language are cognitively separate or that music is a byproduct of language, theorists at Rice University's Shepherd School of Music and the University of Maryland, College Park (UMCP) advocate that music underlies the ability to acquire language.