7. How do German speakers acquire the Tense-Aspect-System in Spanish as a Second Language? An empirical study

Diaubalick, Tim; Guijarro–Fuentes, Pedro

doi:10.1515/9781614513575-009

Cited by 8 publications

(2 citation statements)

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“…Therefore, the acquisition of aspectual features stands in the interface domain, making it a very complex process for L2 learners (Schmiedtová & Flecken, 2008). The findings of the present study support this view and agree with previous research reporting on differences between native and advanced non-native speakers in their interpretation and use of aspectual relations in Spanish (Amenós-Pons et al, 2019;Diaubalick & Guijarro-Fuentes, 2016;Montrul & Perpiñán, 2011;Rothman, 2008;Salaberry, 2013).…”

Section: Discussionsupporting

confidence: 93%

“…Full mastery of past tenses and, more specifically, of the aspectual distinction between Imperfect and Preterite is a persistent problem throughout all competence levels of L2 Spanish (Comajoan, 2014;Sanz, 2015). Production and interpretation of these verb tenses pose a challenge for non-native Spanish speakers that continues up to advanced levels (Cadierno, 2000;Domínguez, Tracy-Ventura, Arche, Mitchell & Myles, 2013;Diaubalick & Guijarro-Fuentes, 2016), even among learners with typologically related L1s, such as French and Portuguese (Amenós-Pons, Ahern & Guijarro-Fuentes, 2019;Salaberry, 2005).…”

Section: Introductionmentioning

confidence: 99%

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Imperfect Spanish Meanings Acquisition by Advanced Russian Learners. Evidence from Acceptability Judgements Data

Navarrete¹,

Rosado²,

Fullana³

et al. 2021

Círc. lingüíst. apl. comun.

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This study explores the difficulties on grammatical representation descriptions of Spanish Imperfect meanings by 54 first language Russian learners of Spanish with advanced proficiency levels and a control group of 18 Spanish native speakers. The results from the on-line acceptability judgments task the participants carried out indicated that interpretations of aspectual meanings typical of the Spanish Imperfect had been formed in the non-native speaker’s grammar. Moreover, a general tendency to over-accept non-adequate Preterite sentences was observed in non-native Spanish speaker groups. Furthermore, the findings revealed that progressive meaning represented a greater challenge for Russian learners of Spanish with upper-intermediate proficiency level, whereas at more advanced levels the perceptions of this meaning became closer to that of Spanish native speakers. However, the accuracy and sensitivity scores on lexical aspectual classes evidenced a persistent difficulty for non-native speakers in non-prototypical lexical-grammatical aspect combinations, which suggested a possible remaining effect of L1 transfer

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