Chapter 2. L1 effects as manifestations of individual differences in the L2 acquisition of the Spanish tense-aspect-system

Diaubalick, Tim; Guijarro–Fuentes, Pedro

doi:10.1075/ihll.13.02dia

Cited by 11 publications

(10 citation statements)

References 24 publications

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“…Learners produce a variety of tense-aspect forms even in past time contexts, which include (for English) past, past progressive, present, base, and other forms, including present perfect (Bardovi-Harlig, 2000; Bardovi-Harlig & Reynolds, 1995). In contrast, other studies report only three forms (Diaubalick & Guijarro Fuentes, 2017;Howard, 2004) or two (the preterite and imperfect, Domínguez, et al, 2013;González & Quintana, 2018;Izquierdo & Collins, 2008;Labeau, 2005). 8 These reports fail to show how developing verbal morphology fits into the larger system.…”

Section: Methodological Issues In Sla Research On the Aspect Hypothesismentioning

confidence: 99%

“…A similar issue arises from eliminating responses to items. Diaubalick and Guijarro Fuentes (2017) reported that 112 learners completed the production test, but they did not report how the 112 learners were distributed across proficiency levels. Nevertheless, the number of items should be constant for the entire group.…”

Section: Methodological Issues In Sla Research On the Aspect Hypothesismentioning

confidence: 99%

“…Camps (2005) and Comajoan (2006) captured the early stages of imperfect (for Spanish and Catalan, respectively) and provided a starting point for comparisons to higher proficiency learners such as those in Izquierdo and Collins (2008) and McManus (2013). Furthermore, the performance of truly advanced learners can shed light on the use of nonprototypical associations, namely the preterite with statives and the imperfect with achievements (e.g., Diaubalick & Guijarro Fuentes, 2017;Domínguez et al, 2013;Izquierdo & Collins, 2008;Salaberry, 2002. )…”

Section: Learner Proficiencymentioning

confidence: 99%

“…Tasks that generate too few tokens are also problematic. Using a 26-second film clip(Rastelli & Vernice, 2013), a 1-minute narrative(Muñoz & Gilabert, 2011), or three tokens per aspectual category(Diaubalick & Guijarro-Fuentes, 2017) may be equally fraught for issues of general task design. Attempting to make each of the three tokens clear contexts for the intended preterite or imperfect,Diaubalick and Guijarro Fuentes (2017) introduced adverbials in each context, which makes the test about the influence of adverbials or adverbials and lexical aspect, but not about the influence of aspectual category alone.…”

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confidence: 99%

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The Aspect Hypothesis and the Acquisition of L2 Past Morphology in the Last 20 years

Bardovi‐Harlig

Comajoan-Colomé

2020

Stud Second Lang Acquis

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Twenty years ago, a state-of-the-art review in SSLA marked the coming of age of the study of temporality in second language acquisition. This was followed by three monographs on tense and aspect the next year. This article presents a state-of-the-scholarship review of the last 20 years of research addressing the aspect hypothesis (AH) (Andersen, 1991, 2002; Andersen & Shirai, 1994, 1996), the most tested hypothesis in L2 temporality research. The first section of the article gives an overview of the AH and examines its central tenets, and then explores the results of empirical studies that test the hypothesis. The second section considers studies that have investigated four crucial variables in the acquisition of temporality and the testing of the AH. The third section discusses theoretically motivated areas of future research within the framework of the hypothesis.

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Section: Methodological Issues In Sla Research On the Aspect Hypothesismentioning

confidence: 99%

Section: Methodological Issues In Sla Research On the Aspect Hypothesismentioning

confidence: 99%

Section: Learner Proficiencymentioning

confidence: 99%

mentioning

confidence: 99%

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The Aspect Hypothesis and the Acquisition of L2 Past Morphology in the Last 20 years

Bardovi‐Harlig

Comajoan-Colomé

2020

Stud Second Lang Acquis

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“…E s bien conocido que los aprendices de segundas lenguas tienen dificultades para aprender a usar los tiempos verbales de pasado en español, y esto ha llevado a numerosos investigadores a tratar de averiguar el motivo que dificulta la adquisición de la morfología temporal (Andersen y Shirai, 1996;Bardovi, 1994;González y Quintana, 2018;Comajoan, 2013;Diaubalick y Guijarro 2017;Díaz et al, 2008;Domínguez et al, 2013;González, 2003González, , 2013Salaberry, 2000;Slabakova, 2001; entre otros). El aspecto es un componente temporal que permite presentar los eventos desde diferentes perspectivas, tanto de forma delimitada como no delimitada (Smith, 1997).…”

Section: Introductionunclassified

El Aspecto Léxico en El Uso De La Morfología Verbal De Pasado en Aprendices Anglohablantes De Español Como Segunda Lengua

Hernández

2019

RLA

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This article investigates the use of Spanish grammatical aspect by English speaking learners of Spanish as a second language following the Lexical Aspect Hypothesis (Andersen y Shirai, 1996;Bardovi, 1994; Domínguez, Tracy, Arche, Mitchell y Miles, 2013; among many others), which proposes that the lexical aspect of the verb biases the use of Spanish past tenses. Although most studies have focused on the effects of telicity in the use of past tenses, this article also studies how dynamicity, punctuality and durativity bias the use of Spanish past tenses by learners of A2, B1and B2. To that end, a written test based on a short movie has been designed, and its results were analysed through chi-square tests. On the one hand, the results show that all groups prefer the preterit to complete the task. The A2 group shows a higher preference range, which supports the L1 Transfer Hypothesis (Slabakova, 2001;Díaz, Bel y Bekiou, 2008;McManus 2015). On the other hand, we found that the different aspectual features determine the use of past tenses in different ways: the preterit is strongly biased by dynamicity and punctuality in all levels, whereas telicity biases the use of the preterit in B1 and B2. The use of the imperfect is biased by durativity, and its effect increases in B1 and B2. The results show that pure lexical aspectual features such as dynamicity and punctuality bias the use of past tenses throughout the whole process of acquisition, whereas those aspectual features which interact with syntactic features, telicity and durativity, bias the use of past morphology in intermediate levels.

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The effects of telicity, dynamicity and punctuality in L2 acquisition of Spanish Preterit and Imperfect

Hernández

2019

DuJAL

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The aim of this work is to investigate the use of Spanish Preterit and Imperfect by English speaking learners of L2 Spanish following the Lexical Aspect Hypothesis (Andersen & Shirai, 1996; Díaz, Bel, & Bekiou, 2008; Domínguez, Tracy-Ventura, Arche, Mitchell, & Miles, 2013; González, 2003, 2013; Montrul & Slabakova, 2002). The article studies how aspectual features bias Preterit and Imperfect in initial, intermediate and advanced learners. The results, based on an approximate binomial distribution analysis, confirm that Preterit is the preferred past, which supports L1 transfer (Salaberry & Shirai, 2002). The results also verify that Preterit is biased by dynamicity and punctuality at all levels. Telicity effects come into play in intermediate levels, while punctuality effects are reinforced in advanced levels. Stativity influences the use of Imperfect in intermediate level, which reveals that there are differences in the bias effect regarding proficiency level.

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Chapter 2. L1 effects as manifestations of individual differences in the L2 acquisition of the Spanish tense-aspect-system

Cited by 11 publications

References 24 publications

The Aspect Hypothesis and the Acquisition of L2 Past Morphology in the Last 20 years

The Aspect Hypothesis and the Acquisition of L2 Past Morphology in the Last 20 years

El Aspecto Léxico en El Uso De La Morfología Verbal De Pasado en Aprendices Anglohablantes De Español Como Segunda Lengua

The effects of telicity, dynamicity and punctuality in L2 acquisition of Spanish Preterit and Imperfect

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