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The Aspect Hypothesis (AH) claims that the association of any verb category (lexical aspect) with any grammatical aspect (perfective or imperfective) constitutes the endpoint of acquisition. The present book evaluates the explanatory power of the Aspect Hypothesis for the acquisition of French past tenses, which constitutes a serious stumbling block for foreign learners, even at the highest levels of proficiency. The present research applies the Aspect Hypothesis to the production of 61 Anglophone 'advanced learners' in a tutored environment. In so doing, it tests concurrent explanations, including the influence of the input, the influence of chunking, and the hypothesis of cyclic development. It discusses the cotextual and contextual factors that still provoke «non-native glitches» at the final stage of the Aspect Hypothesis. The book shows that the AH fails to account for the complex phenomenon of past tense development, as it adopts a local and linear approach.
The book shows that the AH fails to account for the complex phenomenon of past tense development, as it adopts a local and linear approach.The present book evaluates the explanatory power of the Aspect Hypothesis for the acquisition of French past tenses, which constitutes a serious stumbling block for foreign learners, even at the highest levels of proficiency. The present research applies the Aspect Hypothesis to the production of 61 Anglophone 'advanced learners' in a tutored environment. In so doing, it tests concurrent explanations, including the influence of the input, the influence of chunking, and the hypothesis of cyclic development. It discusses the cotextual and contextual factors that still provoke at the final stage of the Aspect Hypothesis.
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.
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.
Language acquisition is a human endeavor par excellence. As children, all human beings learn to understand and speak at least one language: their mother tongue. It is a process that seems to take place without any obvious effort. Second language learning, particularly among adults, causes more difficulty. The purpose of this series is to compile a collection of high-quality monographs on language acquisition. The series serves the needs of everyone who wants to know more about the problem of language acquisition in general and/or about language acquisition in specific contexts.
This volume presents a state-of-the-art descriptive and explanatory analysis of the second language development of Romance tense-aspect systems. It contains new experimental data from adult French, Catalan, Portuguese learners, and Italian children learners. Standing research questions are addressed and pedagogical implications for foreign language classrooms are proposed arguing that there are possible commonalities in the instructional sequences of tense-aspect development in Romance languages. The first chapter presents an overview of current theoretical approaches and a summary of empirical findings. The following four chapters introduce new empirical data from a variety of theoretical perspectives (e.g., the Aspect Hypothesis, the UG/Minimalist framework). Chapter 5 proposes practical pedagogical approaches for the foreign language classroom based on empirical findings. The last chapter summarizes and discusses these findings in order to start elaborating a more comprehensive model of the development of tense-aspect marking in the Romance languages.
This is the first edited volume that tackles the acquisition of the present (tense, aspect, temporality), an under-researched area, particularly compared to the acquisition of past temporality. The first two chapters focus on the L1 acquisition of English from the perspective of the Aspect hypothesis and the Verb-Island hypothesis Wang & Shirai) and the L1 acquisition of French from the perspective of the zero-tense hypothesis (Demirdache & Lungu). The remaining chapters tackle the L2 acquisition of English (Liszka, Al-Thubaiti, Vraciu), French (Ayoun, Saillard), Spanish (Gabriele et al.), Russian (Martelle) and Japanese (Shirai & Li) by learners of different L1s (French, English, Arabic, Chinese and Korean), testing various semantic and syntactic hypotheses. The last chapter presents a summary of the findings, and offers a few conclusions as well as broad directions for future research.
This book presents an extended analysis of the development of L2 Spanish past tense morphology among L1 English-speaking learners. The study addresses three major questions: (1) what is the developmental pattern of acquisition of past tense verbal morphology among tutored learners? (2) what are the relevant factors that may account for the particular distribution of morphological endings (especially at the beginning stages)?, and (3) how does instruction affect the movement from one stage to the next? The analysis provides a reassessment of the general claim of Andersen’s lexical aspect hypothesis and proposes minor changes that may render the hypothesis more appropriate for, especially, L2 classroom learning. The study includes an overview of theoretical positions on the notion of lexical versus grammatical aspect, and a comparison of the findings from previous empirical studies on the development of past tense verbal morphology among both classroom and naturalistic learners.