The Second Language Acquisition of French Tense, Aspect, Mood and Modality
| University of Arizona
Temporal-aspectual systems have a great potential of informing our understanding of the developing competence of second language learners. So far, the vast majority of empirical studies investigating L2 acquisition have largely focused on past temporality, neglecting the acquisition of the expression of the present and future temporalities with rare exceptions (aside from ESL learners), leaving unanswered the question of how the investigation of different types of temporality may inform our understanding of the acquisition of temporal, aspectual and mood systems as a whole. This monograph addresses this question by focusing on three main objectives: a) to contribute to the already impressive body of research in the L2 acquisition of tense, aspect and mood/modality from a generative perspective, and in so doing to present a more complete picture of the processes of L2 acquisition in general; b) to bridge the gap between linguistic theory and L2 acquisition; c) to make empirical findings more accessible to language instructors by proposing concrete pedagogical applications.
[AILA Applied Linguistics Series, 10] 2013. xiii, 252 pp.
Publishing status: Available
© John Benjamins
Table of Contents
Preface
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xi–xii
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Acknowledgments
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xiii–xiv
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Chapter 1. Tense, temporality and aspect
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1–20
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Chapter 2. Mood and modality
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21–48
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Chapter 3. Tense, aspect, modality and the minimalist program: From syntactic theory to language acquisition
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49–80
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Chapter 4. The second language acquisition of tense, mood and aspect
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81–100
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Chapter 5.1 Methodology and findings: Production tasks
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101–114
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Chapter 5.2 Findings: Cloze tests
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115–130
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Chapter 5.3 Findings: Sentence completion tasks
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131–154
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Chapter 6. Pedagogical implications for foreign language learners and teachers
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155–192
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Chapter 7. Directions for future research
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193–200
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Appendices
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201–212
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References
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213–244
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Name index
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245–250
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Subject index
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251–252
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“Not only is this book an interesting read for researchers who investigate the L2 acquisition of tense and aspect, but Chapter 6, in particular (“Pedagogical implications for foreign language learners and teachers”), is particularly applicable to the classroom. The ideas explored in this chapter provide the foreign language instructor with the opportunity to reflect on the impact of linguistic input in the classroom on learners developing interlanguage systems. Finally, sections of this book may be appropriate for an overview course on French second language acquisition or a seminar on the acquisition of morphosyntax.”
Melissa Whatley, Indiana University Bloomington, on Linguist List 26.640, 2014
“This volume has clearly fulfilled its mission (a) to contribute to the already impressive body of research on the L2 acquisition of tense, aspect and mood/modality from a generative perspective, and in so doing, to present a more complete picture of the processes of L2 acquisition in general; (b) to bridge the gap between linguistic theory and L2 acquisition; and (c) to make empirical findings more accessible to language instructors by proposing concrete pedagogical applications.”
Isabelle Lemée, Lakehead University Ontario, in Journal of French Language Studies 24(3): 453 - 454, 2014
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This list is based on CrossRef data as of 09 february 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.
Subjects
Linguistics
BIC Subject: CFDC – Language acquisition
BISAC Subject: LAN000000 – LANGUAGE ARTS & DISCIPLINES / General