Interpretable and uninterpretable features in the acquisition of Spanish past tenses

Díaz, Lourdes; Bel, Aurora; Bekiou, Konstantina

doi:10.4324/9781315085340-17

Cited by 11 publications

(17 citation statements)

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“…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.…”

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confidence: 82%

“…Los datos muestran que todos los grupos prefieren el pretérito para completar la prueba. Los aprendices de nivel A2 muestran una preferencia mayor que los otros grupos, lo cual confirma la transferencia de la L1 (Slabakova 2001;Díaz, Bel, y Bekiou, 2008;McManus, 2015). También se observa que los diferentes rasgos aspectuales determinan el uso de los pasados de forma desigual: la dinamicidad y la puntualidad sesgan el uso del pretérito en todos los niveles, mientras que la telicidad sesga el uso del pretérito en los niveles B1 y B2.…”

Section: Introductionunclassified

“…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

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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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confidence: 82%

Section: Introductionunclassified

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

Hernández

2019

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“…In Japanese, however, the past tense marker −ta is often recognised as a "perfect marker or perfective aspect marker" 4 (Diaz et al 2008) when attached to a telic verb phrase (Ogihara 1999) or other telicity−marking components 5 that are listed below.…”

mentioning

confidence: 99%

“…4 "a marker of perfect aspect" (Gabriele and Sugita Hughes 2015, p. 275); 'perfect' can be analysed as a tense (Kibort and Corbett 2010). Gabriele and Sugita Hughes (2015) refers to debate over whether the morpheme In Japanese, however, the past tense marker −ta is often recognised as a "perfect marker or perfective aspect marker" 4 (Diaz et al 2008) when attached to a telic verb phrase (Ogihara 1999) or other telicity−marking components 5 that are listed below.…”

mentioning

confidence: 99%

L1 Transfer in L2 Acquisition of English Verbal Morphology by Japanese Young Instructed Learners

Muroya

2018

Languages

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Inflectional morphology has been considered as a particularly difficult area in second language (L2) acquisition (Lardiere 2008;Slabakova 2008). This paper reports on an empirical study investigating the L2 acquisition of English verbal morphology by Japanese young instructed learners. The aim of this study is to explore how the first language (L1) plays a role in the L2 acquisition of inflectional morphology, by applying the Feature Reassembly Hypothesis (FRH, Lardiere 2008) to a Japanese−English pairing. An elicited production task was administered to Japanese junior high school aged 12-15 (n = 102) and university students aged 19-20 (n = 30). The results show a difference with respect to accuracy rates and error types from previous L2 English studies, in terms of tense−aspect morphology. The findings provide evidence for the FRH's prediction that attributes morphological variability to L1−L2 contrasts in reassembly of feature matrices for morpholexical items. 1 Under the DM, it is assumed that lexical items are inserted into a syntactic node, where features on the lexical item have to form a subset of the features on the syntactic node. 2 The results of this study do not provide evidence for or against the IH, as the main goal of the study was to examine the predictive power of the FRH. However, further research aims to compare the two approaches.Languages 2019, 4, 1 2 of 24 transfer, while in others L2 processing was impeded. This is compatible with the FRH, which proposes that L2 processing depends on L1−L2 pairings, although any L1−L2 contrasts are ultimately acquirable. This study contributes to the current line of L2 generative research, by investigating the acquisition of different properties by beginner−intermediate young instructed learners in a different L1−L2 pairing.This study aims to address a question of how L1−L2 contrasts in feature assembly affect the L2 acquisition process of verbal morphology, by applying the FRH's key assumptions to a Japanese−English pairing. The FRH assumes two continuous learning processes (feature selection and feature assembly) and three determinants of learnability (the same feature, the different configurations, and morpholexical correspondence). For tense, Japanese has a verbal suffix −ta to encode [+past] (e.g., tazune−ta), which is morphosyntactically equivalent to English −ed (e.g., ask−ed). Japanese has a suffix −(r)u to denote [-past] (e.g., tazune−ru) with any person [1st/2nd/3rd person] and number [+/-singular] features which Chomsky refers to as phi−feature. 3 English, on the other hand, has the two forms: one is Ø (zero suffix) to denote [-past] with [1st/2nd person] and [+/-singular] (e.g., I/we ask, you/you ask); the other is −s to encode a specific bundle of three features [-past] with [3rd person] and [+singular] for subject−verb agreement (e.g., Jane/the girl/she ask−s). Turning to aspect, Japanese imperfective aspect form −tei−ru is associated with three aspectual features ([+progressive], [+habitual], and [+resultative]), while English be + −ing...

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The acquisition of aspect in a second language

Rastelli¹

2020

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The acquisition of the aspect is a central area in Second Language Acquisition research, the subject of hundreds of papers and dozens of edited volumes, monographs and special issues. This introduction provides the reader not only with a concise and plain presentation of the main hypotheses advanced in the past, but also with an overview of contemporary research. Stefano Rastelli shows how comparison of behavioural (production-comprehension), processing and statistical data is improving - and partially changing - our understanding of how learners acquire the aspectual distinctions of the target-language.

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Interpretable and uninterpretable features in the acquisition of Spanish past tenses

Cited by 11 publications

References 1 publication

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

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

L1 Transfer in L2 Acquisition of English Verbal Morphology by Japanese Young Instructed Learners

The acquisition of aspect in a second language

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