Chapter 7
Linguistic variation and second language Spanish
A study of progressive and habitual marking by English-speaking learners
Research on progressive and habitual aspectual marking in Spanish provides a productive test case for second
language variation research. In Spanish, two forms can be used to reference ongoing action at speech time (simple present and
present progressive) while English predominantly makes use of the present progressive (Torres Cacoullos 2000). Nevertheless, the patterns of use and their acquisition are complex. One key difference
for advanced non-natives (as compared to natives) is related to the range of lexical bases (e.g., estar ‘to
be,’ andar ‘to walk,’ venir ‘to come,’ etc.) that form the progressive (Fafulas 2015). Additionally, the alternation between the simple present and the
progressive is conditioned by a host of linguistic factors, such as lexical aspect, the presence of an adverb, clause type,
and animacy, among others (Geeslin & Fafulas 2012). Finally, differences exist
between these same two forms cross-linguistically for habitual aspectual marking such that the simple present is more likely
to occur in English in habitual contexts than in Spanish and this constitutes another context for these variable forms (Fafulas 2012). Thus, the predictions for English-speaking learners are highly
context-dependent.
The present study uses a written contextualized task designed to examine patterns of selection across the
categories of lexical aspect (e.g., activities, statives, etc.) in combination with the influence that the presence or absence
of adverbial phrases may have. We employ a cross-sectional design, collecting data from learners from multiple levels of
enrollment, and compare these to native speakers of Spanish and to native speakers of English (tested in English). Our
analysis provides an account of the patterns attested in English, in Spanish, and across levels of second language Spanish
development.
Article outline
- Introduction
- Previous research
- L2 variation
- Variable progressive aspectual marking in Spanish and English
- Second language Spanish research on variable progressive aspect
marking
- Research questions
- Methods
- Participants
- Measures
- Coding and analysis
- Results
- Frequency of form selection by participant group
- Effects of linguistic factors by group
- Analyses by lexical aspectual class and adverb condition
- Stative verbs: Cross-linguistic baselines and second language learners
- Activity verbs: Cross-linguistic baselines and second language learners
- Accomplishment verbs: Cross-linguistic baselines and second language learners
- Achievement verbs: Cross-linguistic baselines and second language learners
- Discussion
- Contrasting use in English and Spanish
- Path of acquisition
- Connection to previous studies of L2 Spanish simple present/present progressive
- Connection to the prototype theory and aspect hypothesis
- Conclusions and future directions
-
Notes
-
References
References (89)
References
Aarts, Bas, Joanne Close & Sean Wallis. 2010. Recent changes in the use of the progressive construction in English. In Bert Cappelle & Naoaki Wada (Eds.), Distinctions in English grammar: Offered to Renaat Declerck, 148–167. Tokyo: Kaitakusha.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Adamson, H. D. & Vera Regan. 1991. The acquisition of community speech norms by Asian immigrants learning English as a second language: A
preliminary study. Studies in Second Language Acquisition 13(1). 1–22. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Andersen, Roger. 2002. The dimensions of ‘pastness’. In Rafael Salaberry & Yasuhiro Shirai (eds.), The L2 acquisition of tense-aspect morphology, 79–105. Amsterdam and Philadelphia: John Benjamins. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Andersen, Roger W., & Yasuhiro Shirai. 1994. Discourse
motivations for some cognitive acquisition principles. Studies in Second Language
Acquisition 16(2). 133–156. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Andersen, Roger & Yasuhiro Shirai. 1996. The primacy of aspect in first and second language acquisition: The Pidgin-Creole
connection. In William C. Ritchie & Tej K. Bhatia (eds.), Handbook of second language acquisition, 527–570. San Diego: Academic.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Bardovi-Harlig, Kathleen. 1987. Markedness and salience in second-language acquisition. Language Learning 37. 385–407. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Bardovi-Harlig, Kathleen. 2000. Tense and aspect in second language acquisition: Form, meaning, and use. Oxford: Blackwell.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Bardovi-Harlig, Kathleen. 2012. After process, then what? A longitudinal investigation of the progressive prototype in L2
English. In Emmanuelle Labeau and Inès Saddour (eds.), Tense, aspect and mood in first and second language acquisition, 131–151. Amsterdam: Rodopi.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Bardovi-Harlig, Kathleen & Llorenç, Comajoan-Colomé. 2020. The aspect hypothesis and the acquisition of L2 past morphology in the last 20 years: A
state-of-the-scholarship review. Studies in Second Language Acquisition 42. 1137–1167. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Belz, Julie A. & Celeste Kinginger. 2003. Discourse options and the development of pragmatic competence by classroom learners of German: The case of
address forms. Language Learning 53(4). 591–647. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Binnick, Robert (ed.). 2012. The Oxford handbook of tense and aspect. Oxford: Oxford University Press. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Bybee, Joan L., Revere D. Perkins & William Pagliuca. 1994. The
evolution of grammar: Tense, aspect, and modality in the languages of the
world (Vol. 196). Chicago: University of Chicago Press.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Canale, Michael & Merrill Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1. 1–47. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cheng, An Chung, Hui Chuan Lu & Panayotis Giannakouros. 2008. The uses of Spanish copulas by Chinese-speaking learners in a free writing task. Bilingualism: Language and cognition 11(3). 301–317. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Clark, Lynn & Erik Schleef. 2010. The acquisition of sociolinguistic evaluations among Polish-born adolescents learning English: Evidence
from perception. Language Awareness 19(4). 299–322. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Comrie, Bernard. 1976. The syntax of action nominals: A cross-language study. Lingua 40(2–3). 177–201. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cortés-Torres, Mayra. 2005. ¿Qué estás haciendo?: La variación de la perífrasis estar+-ndo en el español puertorriqueño. In David Eddington (ed.), Selected proceedings of the 7th Hispanic linguistics symposium, 42–55. Somerville, Mass: Cascadilla Proceedings Project.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cuza, Alejandro. 2010. On the L1 attrition of the Spanish present tense. Hispania 93(2). 256–272.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cuza, Alejandro & Julio César López-Otero. 2016. The acquisition of the semantic values of the Spanish present and progressive forms in heritage speakers
and L2 learners. Spanish Journal of Applied Linguistics 29(2). 462–486.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Davydova, Julia, Agniezska Ewa Tytus & Erik Schleef. 2017. Acquisition of sociolinguistic awareness by German learners of English: A study in perceptions of quotative
be like. Linguistics 55(4). 783–812. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
De Swart, Henriëtte. 1998. Aspect shift and coercion. Natural Language and Linguistic Theory 16. 347–385. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Dowty, David. 1979. Word meaning and Montague grammar. Dordrecht, Netherlands: Reidel. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Fafulas, Stephen. 2013. First
and second-language patterns of variation: Acquisition and use of simple present and present progressive forms in
Spanish and English. Bloomington: Indiana University dissertation.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Fafulas, Stephen. 2015. Progressive constructions in native-speaker and adult-acquired Spanish. Studies in Hispanic and Lusophone Linguistics 8(1). 85–133. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Fafulas, Stephen & Manuel Díaz-Campos. 2010. Variación morfosintáctica y lenguas en contacto: Las formas analíticas y sintéticas del presente progresivo
en el español monolingüe y bilingüe” [Morphosyntactic variation and languages in contact: The analytic and synthetic
forms of present progressive in monolingual and bilingual Spanish. Boletín de filología 45(2). 71–89. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Firth, Alan & Johannes Wagner. 1997. On discourse, communication, and (some) fundamental concepts in SLA research. Modern Language Journal 81(3). 285–300. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Gabriele, Alison & Alonso Canales. 2011. No time like the present: Examining transfer at the interfaces in second language
qcquisition. Lingua 121(4). 670–687. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Geeslin, Kimberly L. 2003. A comparison of copula choice in advanced and native Spanish. Language Learning 53(4). 703–764. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Geeslin, Kimberly L. 2011. Variation in L2 Spanish: The state of the discipline. Studies in Hispanic and Lusophone Linguistics 4(2). 461–518. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Geeslin, Kimberly L. & Stephen Fafulas. 2012. Variation of the simple present and present progressive forms: A comparison of native and non-native
speakers. In Kimberly L. Geeslin & Manuel Diaz-Campos (eds.), Selected proceedings of the 14th Hispanic linguistics symposium, 179–196. Somerville, Mass.: Cascadilla Proceedings Project.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Geeslin, Kimberly L., Lorenzo J. García-Amaya, Maria Hasler-Barker, Nicolas C. Henriksen & Jason Killam. 2010. The SLA of direct object pronouns in a study abroad immersion environment where use is
variable. In Claudia Borgonovo, Manuel Español-Echevarría & Philippe Prévost (eds.), Selected proceedings of the 12th Hispanic linguistics symposium, 246–259. Somerville, Mass.: Cascadilla Proceedings Project.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Geeslin, Kimberly L., Bret Linford & Stephen Fafulas. 2015. Variable subject expression in second language Spanish: Uncovering the developmental sequence and
predictive linguistic factors. In Ana M. Carvalho, Rafael Orozco & Naomi Lapidus Shin (eds.), Subject pronoun expression in Spanish: A cross dialectal perspective, 191–210. Washington, D.C.: Georgetown University Press.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Geeslin, Kimberly L. & Avizia Yim Long. 2014. Sociolinguistics and second
language acquisition: Learning to use language in context. New York: Routledge. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Geeslin, Kimberly L. & Lauren B. Schmidt. 2018. Study abroad and L2 learner attitudes. In Cristina Sanz & Alfonso Morales-Front (eds.), The Routledge handbook of study abroad research and practice, 387–405. New York: Routledge. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
George, Angela, A. 2014. Study abroad in Central Spain: The development of regional phonological features. Foreign Language Annals 47. 97–114. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
George, Angela. 2018. The development of a regional morphosyntactic feature by learners of Spanish in a study abroad setting: The
case of Vosotros. Hispanic Studies Review 3(1). 101–125.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Gudmestad, Aarnes. 2012. Acquiring a variable structure: An interlanguage analysis of second language mood use in
Spanish. Language Learning 62(2). 373–402. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Gudmestad, Aarnes., Amanda Edmonds, Bryan Donaldson & Katie Carmichael. 2018. On
the role of the present indicative in variable future-time reference in Hexagonal
French.” Canadian Journal of Linguistics/Revue canadienne de
linguistique 63(1). 42–69. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Gudmestad, Aarnes & Kimberly L. Geeslin. 2013. Second-language development of variable future-time expression in Spanish. In Ana Carvahlo & Sara Beaudrie (Eds.), Selected proceedings of the 6th international workshop on Spanish sociolinguistics, 63–75. Somerville, Mass.: Cascadilla Press.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Gurzynski-Weiss, Laura, Kimberly L. Geeslin, Danielle Daidone, Bret Linford, B., Avizia Yim Long, Ian Michalski & Megan Solon. 2018. L2 classrooms as multifaceted sources of input: The synergy of variationist and usage-Based
approaches. In Andrea Tyler, Lourdes Ortega, Mariko Uno & Hae In Park (eds.), Usage-inspired L2 instruction: Researched pedagogy, 291–311. Amsterdam and Philadelphia: John Benjamins. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Gurzynski-Weiss, Laura, Kimberly L. Geeslin., Avizia Yim Long & Danielle Daidone. 2017. Linguistic variation in instructor provision of oral input. In Laura Gurzynski-Weiss (ed.), Expanding individual difference research in the interaction approach: Investigating learners, instructors, and
researchers, 226–253. Amsterdam and Philadelphia: John Benjamins. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Isabelli-García, Cristina. 2006. Study abroad social networks, motivation and attitudes: Implications for second language
acquisition. In Margaret DuFon & Eton Churchill (eds.), Language learners in study abroad contexts, 231–258. Clevedon, UK: Multilingual Matters. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Kanwit, Matthew. 2017. What we gain by combining variationist and concept-oriented approaches: The case of acquiring Spanish
future-time expression. Language Learning 67(2). 461–498. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Kanwit, Matthew. 2018. Variation in second language Spanish. In Kimberly L. Geeslin (ed.), The Cambridge handbook of Spanish linguistics, 716–736. Cambridge: Cambridge University Press. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Kanwit, Matthew. 2019. Beyond the present indicative: Lexical futures as indicators of development in L2 Spanish. Modern Language Journal 103(2). 481–501. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Kanwit, Matthew & Kimberly L. Geeslin. 2020. Sociolinguistic competence and interpreting variable structures in a second language. Studies in Second Language Acquisition 42. 775–799. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Kanwit, Matthew, Kimberly L. Geeslin & Stephen Fafulas. 2015. Study abroad and the SLA of variable structures: A look at the present perfect, the copula contrast, and
the present progressive in Mexico and Spain. Probus 27(2). 307–348. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Kennedy Terry, Kristen. M. 2017. Contact, context, and collocation: The emergence of sociostylistic variation in L2 French learners during
study abroad. Studies in Second Language Acquisition 39. 553–578. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
King, Larry D. & Margarita Suñer. 1980. The meaning of the progressive in Spanish and Portuguese. Bilingual Review/La Revista Bilingüe 7(3). 222–238.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Klein, Flora. 1980. A quantitative study of syntactic and pragmatic indications of change in the Spanish of bilinguals in the
U.S. In William Labov (ed.), Locating language in time and space, 69–82. New York: Academic Press.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Knouse, Stephanie M. 2012. The acquisition of dialectal phonemes in a study abroad context: The case of the Castilian
theta. Foreign Language Annals 4. 512–542. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Li, Xiaoshi. 2010. Sociolinguistic variation in the speech of learners of Chinese as a second language. Language Learning 60(2). 1–42. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Li, Xiaoshi. 2014. Variation in subject pronominal expression in L2 Chinese. Studies in Second Language Acquisition 36(1). 39–68. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Linford, Bret. 2014. Self-reported motivation and the L2 acquisition of subject pronoun variation in Spanish. In Ryan T. Miller, Katherine I. Martin, Chelsea M. Eddington, Ashlie Henery, Nausica Marcos Miguel, Alison M. Tseng, Alba Tuninetti & Daniel Walter (Eds.), Selected proceedings of the 2012 second language research forum, 193–210. Somerville, Mass.: Cascadilla Proceedings Project.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Linford, Bret, Avizia Long, Megan Solon & Kimberly L. Geeslin, K. 2016. Measuring lexical frequency: Comparison groups and subject expression in L2 Spanish. In Lourdes Ortega, Andrea E. Tyler, Hae In Park & Mariko Uno (eds.), The usage-based study of language learning and multilingualism, 137–154. Washington, D.C.: Georgetown University Press.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Linford, Bret & Naomi Lapidus Shin. 2013. Lexical frequency effects on L2 Spanish subject pronoun expression. In Jennifer Cabrelli Amaro, Gillian Lord, Ana de Prada Pérez & Jessi E. Aaron (eds.), Selected proceedings of the 16th Hispanic linguistics symposium, 175–189. Somerville, Mass.: Cascadilla Proceedings Project.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Long, Avizia Yim & Kimberly L. Geeslin. 2018. Spanish second language acquisition across the globe: What future research on non-English speaking learners
will tell us”. Hispania 100. 205–210. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Mair, Christian. 2006. Twentieth-century English: History, variation and standardization. Cambridge: Cambridge University Press. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Muñoz, Carmen & Roger Gilabert. 2011. More evidence concerning the aspect hypothesis: The acquisition of English progressive aspect by
Catalan-Spanish instructed learners. International Review of Applied Linguistics 49(3). 241–263. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Nagy, Naomi. 2015. A sociolinguistic view of null subjects and VOT in Toronto heritage language. Lingua 164B. 309–327. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Nagy, Naomi. 2018. Linguistic attitudes and contact effects in Toronto’s heritage languages: A variationist sociolinguistic
investigation. International Journal of Bilingualism 22(4). 429–446. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Ortega, Lourdes. 2013. SLA for the 21st century: Disciplinary progress, transdisciplinary relevance, and the bi/multilingual
turn. Language Learning 63(s1). 1–24. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Ortega, Lourdes. 2016. Multi-competence in second language acquisition: Inroads into the mainstream? In Vivian Cook & Li Wei (eds.), The Cambridge handbook of linguistic multi-competence, 50–76. Cambridge: Cambridge University Press. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Rau, Der-Hua Victoria & Gerald Rau. 2016. Negotiating personal relationship through email terms of address. In Yuan-shan Chen, Victoria Rau & Gerald Rau (eds.), Email discourse among Chinese using English as a lingua franca, 11–36. Singapore: Springer. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Regan, Vera, Martin Howard, and Isabelle Lemée. 2009. The
Acquisition of Sociolinguistic Competence in a Study Abroad
Context. Bristol: Multilingual Matters. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Rehner, Katherine, Raymond Mougeon & Terry Nadasdi. 2003. The learning of sociolinguistic variation by advanced FSL learners: The case of nous versus on in immersion
French. Studies in Second Language Acquisition 25(1). 127–156. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Ringer-Hilfinger, Kathryn. 2012. Learner acquisition of dialect variation in a study abroad context: The case of the Spanish
[θ]. Foreign Language Annals 45(3). 430–446. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Sánchez-Muñoz, Ana. 2004. Transfer in the Spanish progressive constructions in Los Angeles. USC Working Papers in Linguistics 2. 16–29.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Schmidt, Lauren B. 2009. The effect of dialect familiarity via a study abroad experience on L2 comprehension of
Spanish. In Joseph Collentine, Maryellen García, Barbara Lafford & Francisco Marcos Marín (eds.), Selected proceedings of the 11th Hispanic linguistics symposium, 143–154. Somerville, Mass.: Cascadilla Proceedings Project.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Schmidt, Lauren B. 2018. L2 development of perceptual categorization of dialectal sounds: A study in Spanish. Studies in Second Language Acquisition 40(4). 857–882. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Shirai, Yasushiro & Roger Andersen. 1995. The acquisition of tense-aspect morphology: A prototype account. Language 71. 743–762. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Smith, Carlotta. 1997. The parameter of aspect. Dordrecht, Netherlands: Kluwer. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Tremblay, Mirelle, Hélène Blondeau & Emmanuelle Labeau. 2019. Texting the future in Belgium and Québec: Present matters. Journal of French Language Studies 30. 1–26.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
van Compernolle, Rémi A. 2010. Towards a sociolinguistically responsive pedagogy: Teaching second-person address forms in
French. Canadian Modern Language Review 66(3). 445–463. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Vendler, Zeno. 1967. Linguistics in philosophy. Ithaca, N.Y.: Cornell University Press. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Verkuyl, Henk. 1993. A theory of aspectuality: The interaction between temporal and atemporal structure. Cambridge: Cambridge University Press. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Villareal, Dan. 2014. Connecting production to judgements: T/V address forms and the L2 identities of intermediate Spanish
learners. Journal of Pragmatics 66. 1–14. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Westfall, Ruth E. 1995. Simple and progressive forms of the
Spanish past tense system: A semantic and pragmatic study in viewpoint
contrast. Austin, Texas: University of Texas at Austin dissertation.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Yang, James H. 2013. Taiwanese perceptions of Indian English: A perceptual change in the learning of English
variation. English Teaching and Learning 37(4). 91–148. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Zeng, Xiaoyan, Yasuhiro Shirai & Xiaoxiang Chen. 2021. Universals and transfer in the acquisition of the progressive aspect: Evidence from L1 Chinese, German, and
Spanish learners’ use of the progressive -ing in spoken English. International Review of Applied Linguistics in Language Teaching 59. 267–292. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cited by (2)
Cited by two other publications
Geeslin, Kimberly L., Travis Evans-Sago, Stephen Fafulas & Tom Goebel-Mahrle
Fafulas, Stephen, Samuel C. Hearn & Maria I. Fionda
This list is based on CrossRef data as of 5 july 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.