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The present volume provides a cross-linguistic perspective on the development of tense-aspect in L2 acquisition. Data-based studies included in this volume deal with the analysis of a wide range of target languages: Chinese, English, Italian, French, Japanese, and Spanish. Theoretical frameworks used to evaluate the nature of the empirical evidence range from generative grammar to functional-typological linguistics. Several studies focus on the development of past tense markers, but other issues such as the acquisition of a future marker are also addressed. An introductory chapter outlines some theoretical and methodological issues that serves as relevant preliminary reading for most of the chapters included in this volume. Additionally, a preliminary chapter offers a substantive review of first language acquisition of tense-aspect morphology. The analysis of the various languages included in this volume significantly advances our understanding of this phenomenon, and will serve as an important basis for future research.
LC number: 2005050068
Seminar paper from the year 2009 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: 1,3, University of Freiburg (Englisches Seminar), course: Proseminar I: Contrastive Linguistics, language: English, abstract: As English and German are both Germanic languages they are closely related. However, there are still a lot of differences to be found when comparing the two languages. This is among other things due to the fact that English and German represent different language types. Among the grammatical categories relating to which the two languages can be analysed, tense and aspect are certainly salient. Before starting to analyse both languages with regard to these categories, the difference between tense and aspect has to be clarified. Tense is both a deictic and a relational category. Therefore it locates an event on the time line usually with reference to the time of speaking. Aspect, by contrast, does not locate an event or situation on the time line nor does it relate the time of one situation to another. It is rather concerned with “the internal temporal constituency of one situation”. This term paper will examine how English and German differ in their use and expression of tense and aspect taking the perspective of a learner. First the three stages of tense and aspect acquisition by learners will be described in general terms. Particular attention will be paid to the influence of instruction on the learners. Then this term paper will examine how English and German differ in their use of tense. This will be illustrated on the example of the different uses of the perfect. Afterwards the focus will be on aspect. While English uses the progressive to indicate a change of aspect, there is no such formal equivalent in the German language. Therefore German learners of English are confronted with the question of how to express this “internal constituency of one situation” in their mother tongue. Various devices that are used by German learners of English to express the progressive will be exemplified. Both the section on tense and the section on the progressive will conclude with a focus on the difficulties for and the typical errors made by the learners. However, as there is no material available concerning English learners of German, only the German learners of English will be taken into account.
This volume explores the acquisition of tense and aspect by adult second language learners of nine target languages. The author focuses on the association of form and meaning in leaders' emerging system of temporal expression. The book provides a survey and synthesis of studies from five perspectives: the meaning-oriented approach, acquisitional sentences, the aspect hypothesis, the discourse hypothesis, and the effect of instruction. In addition, original longitudinal and cross-sectional studies on the acquisition of English by the author illustrate each of the perspectives and explore the importance of research design and analysis in acquisition research.
Seminar paper from the year 2009 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 1,3, University of Freiburg (Englisches Seminar), course: Proseminar I: Contrastive Linguistics, language: English, abstract: As English and German are both Germanic languages they are closely related. However, there are still a lot of differences to be found when comparing the two languages. This is among other things due to the fact that English and German represent different language types. Among the grammatical categories relating to which the two languages can be analysed, tense and aspect are certainly salient. Before starting to analyse both languages with regard to these categories, the difference between tense and aspect has to be clarified. Tense is both a deictic and a relational category. Therefore it locates an event on the time line usually with reference to the time of speaking. Aspect, by contrast, does not locate an event or situation on the time line nor does it relate the time of one situation to another. It is rather concerned with "the internal temporal constituency of one situation". This term paper will examine how English and German differ in their use and expression of tense and aspect taking the perspective of a learner. First the three stages of tense and aspect acquisition by learners will be described in general terms. Particular attention will be paid to the influence of instruction on the learners. Then this term paper will examine how English and German differ in their use of tense. This will be illustrated on the example of the different uses of the perfect. Afterwards the focus will be on aspect. While English uses the progressive to indicate a change of aspect, there is no such formal equivalent in the German language. Therefore German learners of English are confronted with the question of how to express this "internal constituency of one situation" in their mother tongue. Various devices that are used by German learners of
The expression of temporal relations, notably through tense and aspect, is central in all processes of communication, but commonly perceived and described as a major hurdle for non-native speakers. While this topic has already received considerable attention in the SLA literature, it features less prominently in recent corpus-based studies of learner language. This volume intends to close this gap. It shows which additional insights into the area of tense and aspect in learner language can be gained using corpus data, addressing the following questions: In which ways do corpus-based studies complement work based on other methods?; How can a corpus-based approach inform theories on the acquisition of tense and aspect specifically, and of language acquisition in general?; Are results language-specific or can universal principles be established?; How pervasive are effects of mode/register within learner corpus data?; What role does native and non-native input play?; Which methodological challenges come to the fore when using corpus data instead of elicited data?; How can the notion of “target(-like)” performance be operationalized for corpus material?; Which implications do the findings from the learner corpora have for the teaching and learning of the target language? Originally published as special issue of International Journal of Learner Corpus Research 4:2 (2018)