Tense and Aspect in Romance Languages

Theoretical and applied perspectives

Editors

Dalila Ayoun | University of Arizona, Tucson

M. Rafael Salaberry | Rice University

Hardbound – Available

ISBN 9789027241405 | EUR 115.00 | USD 173.00

e-Book –

ISBN 9789027294357 | EUR 115.00 | USD 173.00

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

https://doi.org/10.1075/sibil.29

Table of Contents

Acknowledgements | p. vii

About the contributors | pp. ix–x

The development of L2 tense-aspect in the Romance languages

M. Rafael Salaberry and Dalila Ayoun | pp. 1–33

The acquisition of perfective and imperfective morphology and the marking of discourse grounding in Catalan

Llorenç Comajoan | pp. 35–77

The acquisition of tense and aspect in L2 French from a Universal Grammar perspective

Dalila Ayoun | pp. 79–127

Italian tense-aspect morphology in child L2 acquisition

Sonia Rocca | pp. 129–178

Evidence for transfer of knowledge of aspect from L2 Spanish to L3 Portuguese

M. Rafael Salaberry | pp. 179–210

From empirical findings to the teaching of aspectual distinctions

Carl S. Blyth | pp. 211–252

Towards a comprehensive model of the acquisition of L2 tense-aspect in the Romance languages

Dalila Ayoun and M. Rafael Salaberry | pp. 253–281

Index | pp. 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 (14)

Cited by 14 other publications

Order by:

Vallerossa, Francesco, Anna Gudmundson, Anna Bergström & Camilla Bardel

2023. Learning aspect in Italian as additional language. The role of second languages. International Review of Applied Linguistics in Language Teaching 61:3 ► pp. 1139 ff.

Perez-Cortes, Silvia

2022. Lexical frequency and morphological regularity as sources of heritage speaker variability in the acquisition of mood. Second Language Research 38:1 ► pp. 149 ff.

Vallerossa, Francesco

2021. The Role of Linguistic Typology, Target Language Proficiency and Prototypes in Learning Aspectual Contrasts in Italian as Additional Language. Languages 6:4 ► pp. 184 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.

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.

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.

AYOUN, DALILA

2014. The acquisition of future temporality by L2 French learners. Journal of French Language Studies 24:2 ► pp. 181 ff.

Ayoun, Dalila

2020. A Longitudinal Study in the L2 Acquisition of the French TAM System. Languages 5:4 ► pp. 42 ff.

Mifka-Profozic, Nadia

2014. Effectiveness of implicit negative feedback in a foreign language classroom. EUROSLA Yearbook 14 ► pp. 111 ff.

Rothman, Jason, David Giancaspro & Becky Halloran

2014. On the structural basis of non-redundant acquisition. In Portuguese-Spanish Interfaces [Issues in Hispanic and Lusophone Linguistics, 1], ► pp. 317 ff.

Salaberry, M. Rafael & Custodio Martins

2014. Cross-linguistic transfer of core aspectual conceptualizations in Portuguese and Spanish. 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.

Ayoun, Dalila & M. Rafael Salaberry

2008. Acquisition of English Tense‐Aspect Morphology by Advanced French Instructed Learners. Language Learning 58:3 ► pp. 555 ff.

IZQUIERDO, JESÚS & LAURA COLLINS

2008. The Facilitative Role of L1 Influence in Tense–Aspect Marking: A Comparison of Hispanophone and Anglophone Learners of French. The Modern Language Journal 92:3 ► pp. 350 ff.

This list is based on CrossRef data as of 30 october 2024. 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.

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