From empirical findings to the teaching of aspectual distinctions

Blyth, Carl S.

doi:10.1075/sibil.29.08bly

Cited by 21 publications

(31 citation statements)

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“…By using pictures and videos in the treatment group, the instructor intended not only that the students understand the connection between foreground (preterite) and background (imperfect) but also that they achieve a balanced knowledge of both grammatical structures. Blyth () underscores the importance of the visual component.…”

Section: Methodsmentioning

confidence: 99%

The Effects of Instruction Enhanced by Video/Photo Blogs and Wikis on Learning the Distinctions of the Spanish Preterite and Imperfect

Castañeda¹

2011

Foreign Language Annals

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This study investigated the differences in levels of achievement when learning the preterite and imperfect aspects in Spanish, at the recognition and production levels, between students who used instruction with video/photo blogs and wikis, compared to those who used instruction with traditional text‐based technologies. Results revealed that there were no significant differences at the production level between the students who used video/photo blog and wiki technologies vs. those who used traditional technologies. However, significant differences were found at the recognition level for the group that used video/photo blogs and wikis when compared with those who used traditional technologies. General mean results revealed that the groups using video/photo blogs and wikis outperformed those who used traditional technologies.

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Section: Methodsmentioning

confidence: 99%

The Effects of Instruction Enhanced by Video/Photo Blogs and Wikis on Learning the Distinctions of the Spanish Preterite and Imperfect

Castañeda¹

2011

Foreign Language Annals

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“…Learners attempt to use the perfective with atelics, as in 4.1 and 4.2, and imperfective with telics, as in 4.3 and 4.4. The last recurring finding is that the use of the non-prototypical past constitutes a major L2 challenge, even for highly proficient L2 learners after extensive exposure to French in Canadian immersion programs (Harley, 1992;Harley & Swain, 1978); advanced learners in university contexts (Bardovi-Harlig & Bergströ m, 1996); university learners living in French-speaking countries (Howard, 2001); and learners who mark the perfective/imperfective distinction in their L1 (i.e., Spanish; Izquierdo, 2009;Izquierdo & Collins, 2008 Due to this shared developmental challenge, Blyth (2005) and Howard (2002) advocate systematic instruction on non-prototypical past.…”

Section: Perfective and Imperfective Development In French L2mentioning

confidence: 97%

Multimedia Instruction in Foreign Language Classrooms: Effects on the Acquisition of the French Perfective and Imperfective Distinction

Izquierdo¹

2014

The Canadian Modern Language Review

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This study examined multimedia instruction (MI) effects on the development of the French prototypical and non-prototypical past forms among Hispanophone learners. During 4 weeks of classroom instruction, participants were exposed to MI in one of 4 conditions: learners at early stages of past-tense development received MI including prototypical (n = 12) or nonprototypical past-tense (n = 12) forms, and learners at late developmental stages were exposed to MI including non-prototypical (n = 17) or prototypical forms (n = 13). Before, immediately after, and 3 weeks after the experiment, participants completed 1 paper-and-pencil and 2 computerized tests. ANOVAs revealed past-tense growth among learners at early developmental stages only. Neither prototypical nor non-prototypical growth was documented among learners at late developmental stages. These findings highlight the need to consider MI design variations as learners' L2 grammar evolves.

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“…Howard (2002) et Izquierdo et Collins (2008) proposent une approche pédagogique qui attire l'attention des apprenants sur l'emploi atypique et Blyth (2005) en offre diverses tâches pédagogiques. En ce qui concerne l'enseignement implicite, une étude récente (Izquierdo, 2007) a démontré que la riche exposition à l'emploi typique ainsi qu'à l'emploi atypique à travers une application multimédia peut -de manière égale -faciliter le développement du système aspectuel en français L2 chez les apprenants qui ont déjà commencé à distinguer le passé composé de l'imparfait.…”

Section: Contribution Pédagogiqueunclassified

L'aspect lexical et le développement du passé composé et de l'imparfait en français L2 : Une étude quantitative auprès d'apprenants hispanophones

Izquierdo¹

2009

The Canadian Modern Language Review

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L'aspect lexical et le développement du passé composé et de l'imparfait en français L2 : Une étude quantitative auprès d'apprenants hispanophones Jesú s Izquierdo Abstract: Lexical aspect and L1-L2 differences are often associated with the perfective and prototypical preference that characterises the development of the L2 French past tense among Anglophones. This study examined whether learners of French with the imperfective in their L1 would exhibit this developmental L2 past tense preference. The overall and appropriate uses of the French perfective and imperfective of 44 Hispanophones from four L2 tense-aspect proficiency levels were documented through a cloze task with 23 prototypical and 23 non-prototypical contexts. ANOVAs of the 2254 tokens generated by the participants revealed that, at low L2 proficiency levels, the participants overrode the perfective preference. Prototypical marking remained a preference across L2 proficiency levels, however. This finding reveals that lexical aspect constitutes a shared L2 acquisition challenge for the use of temporal morphology in L2 nonprototypical contexts even among learners who override verb semantics in their L1.

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From empirical findings to the teaching of aspectual distinctions

Cited by 21 publications

References 0 publications

The Effects of Instruction Enhanced by Video/Photo Blogs and Wikis on Learning the Distinctions of the Spanish Preterite and Imperfect

The Effects of Instruction Enhanced by Video/Photo Blogs and Wikis on Learning the Distinctions of the Spanish Preterite and Imperfect

Multimedia Instruction in Foreign Language Classrooms: Effects on the Acquisition of the French Perfective and Imperfective Distinction

L'aspect lexical et le développement du passé composé et de l'imparfait en français L2 : Une étude quantitative auprès d'apprenants hispanophones

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