Tense and Aspect in Romance Languages
Theoretical and applied perspectives
Editors
| University of Arizona, Tucson
| Rice University
This volume presents a state-of-the-art descriptive and explanatory analysis of the second language development of Romance tense-aspect systems. It contains new experimental data from adult French, Catalan, Portuguese learners, and Italian children learners. Standing research questions are addressed and pedagogical implications for foreign language classrooms are proposed arguing that there are possible commonalities in the instructional sequences of tense-aspect development in Romance languages. The first chapter presents an overview of current theoretical approaches and a summary of empirical findings. The following four chapters introduce new empirical data from a variety of theoretical perspectives (e.g., the Aspect Hypothesis, the UG/Minimalist framework). Chapter 5 proposes practical pedagogical approaches for the foreign language classroom based on empirical findings. The last chapter summarizes and discusses these findings in order to start elaborating a more comprehensive model of the development of tense-aspect marking in the Romance languages.
[Studies in Bilingualism, 29] 2005. x, 318 pp.
Publishing status: Available
© John Benjamins Publishing Company
Table of Contents
|
Acknowledgements
|
vii
|
|
About the contributors
|
ix–x
|
|
1–33
|
|
|
35–77
|
|
|
79–127
|
|
|
129–178
|
|
|
179–210
|
|
|
211–252
|
|
|
253–281
|
|
|
References
|
283–306
|
|
Index
|
307–316
|
“The book does an excellent job of presenting various theoretical perspectives on the acquisition of tense and aspect and of unifying these perspectives to propose a comprehensive model of the development of tense and aspect in Romance languages.”
Rebecca Foote, Michigan State University, in Studies in Second Language Acquisition 30, 2008
“This book is a very good example of how bringing together different approaches can result in an effective and fruitful discussion and in a better understanding of the topic as a whole.”
Roberta D'Allesandro, University of Cambridge, on eLanguage 2008-10-22 17:15:58
Cited by
Cited by other publications
AYOUN, DALILA
2014. The acquisition of future temporality by L2 French learners.
Journal of French Language Studies 24:2 ► pp. 181 ff. 
Delgado-Díaz, Gibran
2018. Dialectal variation of the preterit and imperfect.
Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 31:1 ► pp. 64 ff.
Lu, Hui-Chuan, An Chung Cheng & Shen Yun Hung
2019. Corpus-based study of L3 acquisition on Spanish past tense: evidence from learners’ oral production.
Revista de Lingüística y Lenguas Aplicadas 14:1 ► pp. 105 ff.
Mifka Profozic, Nadia
2014. Effectiveness of implicit negative feedback in a foreign language classroom: The role of input, frequency and saliency.
EUROSLA Yearbook 14 ► pp. 111 ff.
Rothman, Jason, David Giancaspro & Becky Halloran
2014.
In Portuguese-Spanish Interfaces [Issues in Hispanic and Lusophone Linguistics, 1],
► pp. 317 ff.
Salaberry, M. Rafael & Custodio Martins
2014.
In Portuguese-Spanish Interfaces [Issues in Hispanic and Lusophone Linguistics, 1],
► pp. 335 ff.
SALABERRY, MAXIMO RAFAEL
2011. Assessing the effect of lexical aspect and grounding on the acquisition of L2 Spanish past tense morphology among L1 English speakers.
Bilingualism: Language and Cognition 14:2 ► pp. 184 ff.
Sun, Yuliang, Lourdes Díaz & Mariona Taulé
2019. The development of dynamicity in the acquisition of Spanish by Chinese learners.
ITL - International Journal of Applied Linguistics 170:1 ► pp. 79 ff.
This list is based on CrossRef data as of 01 may 2020. 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
BIC Subject: CF – Linguistics
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General
U.S. Library of Congress Control Number: 2005050068