Some Verbs Are More Perfect than Others: Why Learners Have Difficulty with ser and estar and What It Means for Instruction

In this essay, I apply current linguistic theory to reanalyze earlier research on the acquisition of ser and estar (e.g., VanPatten 1985, 1987). Using insights from Roby and Schmitt ("Semi-Copulas"), for example, I argue that the acquisition of the copular verbs is an issue of the acquisition of their aspectual properties (see also Bruhn de Garavito and Valenzuela 2008, as well as Montrul 2004); that is, the difficulty in the acquisition of the Spanish copular verbs is akin to the acquisition of aspect. In addition, I reconceptualize the traditional notion of the acquisition problem being ser versus estar and instead posit that the problem comes down to the acquisition of estar and its perfective nature. I conclude by describing some possible implications for instruction based on this research.