Marking Past Tense in Second Language Acquisition : A Theoretical Model.

Cover -- Table of Contents -- List of Figures and Tables -- Foreword -- Foreword -- Chapter 1: Learning Spanish Past Tense Aspect -- 1. Introduction -- 2. The Learning Challenge -- 3. Tense-Aspect in Context -- 3.1 Discourse effects -- 3.2 Lexical and grammatical aspect -- 4. Acquisition Hypotheses -- 5. Contextualized Meanings: A Lexico-discursive Framework -- 6. Conclusion -- Chapter 2: Delimiting Lexical and Grammatical Aspect -- 1. Introduction -- 2. Definitions of Aspect -- 2.1 Is aspectual representation subjective? -- 2.2 Is aspect deictic or non-deictic? -- 3. Lexical Aspect -- 3.1 Lexical aspectual classes -- 3.2 Compositionality of lexical aspect -- 4. Grammatical Aspect -- 4.1 Perfective and imperfective -- 4.2 Spanish Preterite and Imperfect -- 5. The Interface of Lexical Aspect and Grammatical Aspect -- 5.1 Operational tests of inherent lexical semantics -- 5.2 Semantic multivalence of verbs -- 5.3 Lexical aspectual shifts -- 5.4 Two categories or one? Lexical versus grammatical aspect -- 6. Aspect as a Contextual Phenomenon -- 6.1 Scope of analysis of tense-aspectual knowledge -- 6.2 Syntactic constructions -- 6.3 Discourse -- 6.4 Default lexical aspectual classes -- 7. Invariant and Contextualized Meanings -- 7.1 Iterativity and habituality -- 7.2 Iterativity as opposed to habituality -- 7.3 Principled distinction -- 8. Theoretical Frameworks of Reference -- 8.1 Minimalism -- 8.2 Cognitive linguistics -- 9. Conclusion -- Chapter 3: Hypotheses about the L2 Development of Tense-Aspect Knowledge -- 1. Introduction -- 2. The Independent Variables -- 2.1 The effect of lexical aspect -- 2.2 The effect of discourse structure -- 2.3 The effect of perceptual saliency -- 2.4 The effect of L1 transfer -- 2.5 The effect of syntactic structure -- 3. Review of Findings from Selected Studies -- 3.1 A default marker of past tense.

3.2 Syntactic approaches -- 4. Conclusion -- Chapter 4: The L2 Acquisition of Invariant-Contextualized Meanings of Tense-Aspect -- 1. Introduction -- 2. Contextualized Meanings -- 2.1 Context relevant for all theoretical accounts -- 2.2 Grammatical knowledge is contextual knowledge -- 2.3 Computational costs of processing aspectual knowledge -- 3. Invariant Meanings and Default Values -- 3.1 Boundedness as a grammatical concept -- 3.2 Iterativity as a grammatical concept -- 3.3 Genericity as a grammatical concept -- 4. Mapping Aspectual Knowledge onto Grammatical Form -- 4.1 Thinking-for-speaking -- 4.2 Mapping concepts to forms -- 4.3 Summary: Mapping aspectual knowledge onto grammatical form -- 5. The Effect of the L1 -- 5.1 English Simple Past -- 5.2 English marks tense only: Are states special? -- 5.3 The hypothesis about a default past tense -- 6. Modular Versus General Learning Processes -- 6.1 Modular learning in L2 acquisition -- 6.2 General learning processes -- 6.3 Summary: Modular versus general learning processes -- 7. Instructional Effects -- 7.1 Pedagogical rules -- 7.2 Mapping concepts to form -- 7.3 Acquiring target rules -- 8. Conclusion -- Chapter 5: Final Thoughts -- 1. Introduction -- 2. Theoretical Issues -- 2.1 Temporal versus extensional meanings -- 2.2 A broad contextual definition of temporal aspectual meanings -- 2.3 Theoretical frameworks -- 2.4 Form precedes meaning -- 2.5 Competence versus performance -- 2.6 Developmental stages -- 2.7 Default tense markers -- 3. Methodological Issues -- 3.1 Interpretation and production data -- 3.2 The analysis of data -- 4. Conclusion -- Notes -- References -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- R -- S -- T -- U -- V -- W -- Z.

This book presents an analysis of the difficulties faced by native speakers of English in the learning of Romance languages and in so doing proposes a comprehensive model of the acquisition of tense-aspect marking. While L1 speakers of English may quickly learn to identify and, to some extent, use the Spanish perfective and imperfective verb endings, the L2 representation of tense-aspect distinctions among both beginning and advanced learners requires a comprehensive multidimensional analysis. Through a detailed examination of new and existing empirical data, this monograph proposes a new model for examining tense-aspect marking in second language acquisition, which reconciles competing, alternative hypotheses. This comprehensive account will be of interest to academics researching second language acquisition and applied linguistics.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.