Tense-aspect-modality in a second language :: contemporary perspectives /
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Amsterdam ; Philadelphia :
John Benjamins Publishing Company,
[2016]
|
| Schriftenreihe: | Studies in bilingualism ;
v. 50. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Beschreibung: | 1 online resource |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9789027266491 9027266492 |
| ISSN: | 0928-1533 ; |
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MARC
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| 245 | 0 | 0 | |a Tense-aspect-modality in a second language : |b contemporary perspectives / |c edited by Martin Howard, Pascale Leclercq. |
| 264 | 1 | |a Amsterdam ; |a Philadelphia : |b John Benjamins Publishing Company, |c [2016] | |
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| 490 | 1 | |a Studies in bilingualism, |x 0928-1533 ; |v volume 50 | |
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record and CIP data provided by publisher. | |
| 505 | 0 | |a Intro -- Tense-Aspect-Modality in a Second Language -- Editorial page -- Title page -- LCC data -- Table of contents -- Introduction. Tense, aspect and modality in second language acquisition -- 1. Introduction -- 2. The L2 learner's tense-aspect system: Emergence of tense-aspect markers -- 2.1 Acquisition and use of tense-aspect verb morphology: The case of the past tenses -- 2.2 Grammatical aspect -- 2.3 Inherent lexical aspect -- 2.4 Factors constraining the L2 learner's variable use of TAM morphology -- 2.5 Acquisition and use of TAM verb morphology: The expression of futurity and modality -- 2.6 Cross-linguistic influence in the L2 acquisition of tense-aspect-modality -- 2.7 Input issues in the study of L2 tense-aspect-modality acquisition -- 3. The contribution of this volume -- 3.1 Chapter synopses -- References -- 1. Beyond individual form-meaning associations in L2 Tense-Mood-Aspect research -- 1. Introduction -- 2. Functional analyses -- 2.1 Tense-Mood-Aspect systems -- 2.2 Expanding our understanding of how future fits into two additional subsystems: Progressive and modality. -- 3. Tense-Mood-Aspect and text type -- 3.1 Narrative discourse -- 3.2 Non-narrative discourse -- 3.3 Descriptions -- 3.4 Arguments -- 3.5 Irrealis: Hypothetical and future texts -- 4. The realization of Tense-Mood-Aspect and constraints of pronunciation and spelling -- 4.1 Studies of oral production -- 4.2 Comparison of oral and written production of the same text -- 5. Concluding remarks -- References -- 2. The grammatical representation of aspect -- 1. Introduction -- 2. The original claim of Coppieters (1987) -- 2.1 The methodological approach of Coppieters' study -- 2.2 The non-consequential effect of Coppieters' findings -- 3. How complex is the definition of aspect? -- 3.1 The effect of aspectual meanings beyond the theoretical construct of aspect. | |
| 505 | 8 | |a 3.2 The broad representation of the theoretical construct Aspect -- 4. Non-prototypical challenges brought up by context -- 4.1 Perfective as default for basic tense meanings -- 4.2 Imperfective as default for inanimate / non-agentive subjects -- 5. Conclusion -- References -- 3. Issues in the acquisition of grammatical aspect in Greek-English bilingual children -- 1. Introduction -- 2. Grammatical and lexical aspect -- 3. Acquisition of aspect -- 4. The present study -- 4.1 Method -- 4.1.1 Participants -- 4.1.2 Materials -- 4.1.3 Procedure -- 4.1.4 Data coding -- 4.1.5 Predictions -- 4.2 Results -- 4.2.1 Results analysed by age -- 4.2.2 Results analysed by vocabulary knowledge -- 5. Discussion -- Acknowledgments -- References -- Appendix -- 4. Is it really easier to acquire a closely-related language? -- 1. Introduction -- 2. Cross-linguistic influence: The effect of proximity / distance and transferability conditions -- 3. The present study -- 3.1 Data collection / design: Subjects and task -- 3.2 The temporal relations investigated: Continuation and iteration in the Finite Story narrative task -- 3.3 Some similarities and differences between the iterative and continuative means available in the languages investigated -- 4. Results -- 4.1 Iterative contexts -- 4.1.1 Native productions in French, Italian and German -- 4.1.2 Learner productions in French L2 -- 4.2 Continuative contexts -- 4.2.1 Native productions in French, Italian and German -- 4.2.2 Learner productions in French L2 -- 4.3 Summary and discussion -- 5. Concluding remarks -- References -- 5. 'It starts to explode.' Phasal segmentation of contextualised events in L2 English -- 1. Introduction -- 2. Empirical context -- 2.1 Grammatical aspect and event segmentation across L1s -- 2.2 Research on event segmentation in learner varieties -- 3. Central notions and theoretical grounding. | |
| 505 | 8 | |a 4. Structural contrasts in the source and the target languages -- 5. Research questions and hypotheses -- 6. Method -- 6.1 Participants -- 6.2 Instruments -- 6.3 Analysis -- 7. Results -- 7.1 Production -- 7.2 Acceptability judgements -- 8. Discussion -- 8.1 Learner-specific modification of granularity degrees -- 8.2 Non-standard decomposition of events -- overgeneralised inceptive phase marking -- 8.3 Discrepancy between acceptability judgements and production -- 8.4 Variation in judgements linked to verb type -- 8.5 L1-specific segmentation and its influence on L2 -- 8.6 Limitations and avenues for future inquiry -- 9. Conclusion -- Acknowledgements -- References -- Appendices -- Appendix A. A typical acceptability judgement set with four situation types: 0-state (0S), 1-state (1S), 2-state cumulative (2SC), and 2-state instantaneous (2SI) -- Appendix B. Sample fragments from the elicitation video illustrating event progression from episode 1 (E1.1) to episode 6 (E6). The full video and its event map can be downloaded from the IRIS database, an online repository of L2 data collection materials -- 6. The acquisition of modal auxiliaries in English by advanced Francophone learners -- 1. Introduction -- 2. Modality -- 2.1 Mood and modal systems -- 2.2 Types of modality -- 2.3 Expressing modality in English -- 2.4 Expressing modality in French -- 2.4.1 Devoir -- 2.4.2 Pouvoir -- 2.4.3 Savoir -- 2.4.4 Falloir -- 3. Literature review of ESL studies -- 4. Research questions and methodology -- 4.1 Participants -- 4.2 Elicitation tasks -- 5. Results -- 6. Discussion and conclusion -- References -- 7. Using the present tense to talk about irreality -- 1. Introduction -- 2. The notion of counterfactuality -- 3. Counterfactuality in second language acquisition -- 4. Research questions -- 5. Method -- 5.1 Participants -- 5.2 Stimulus and instructions. | |
| 505 | 8 | |a 5.3 Identifying the mutation cores -- 6. Quantitative analysis -- 6.1 Learner group -- 6.2 French L1 -- 6.3 Italian L1 -- 7. Qualitative analysis -- Predictive task -- 7.1 French L1 -- 7.2 Learner group -- 7.2.1 Present tense -- 7.2.2 Use of the conditional -- 7.2.3 More frequent use of the conditional -- 7.3 Summary of the learners' patterns -- 7.4 Italian L1 -- 8. Discussion -- 8.1 Verbal morphology and L2 proficiency -- 8.2 The role of immersion in the production of conditional forms -- 8.3 Stylistic preference -- 8.4 L1 influence -- 9. Conclusion -- Acknowledgments -- References -- Appendices -- Appendix 1. Stimulus in French -- Index. | |
| 650 | 0 | |a Language and languages |x Study and teaching |x Research. | |
| 650 | 0 | |a Second language acquisition |x Research. | |
| 650 | 0 | |a Interlanguage (Language learning) |x Research. | |
| 650 | 0 | |a Grammar, Comparative and general |x Tense. |0 http://id.loc.gov/authorities/subjects/sh85056341 | |
| 650 | 0 | |a Grammar, Comparative and general |x Aspect. |0 http://id.loc.gov/authorities/subjects/sh85056268 | |
| 650 | 0 | |a Grammar, Comparative and general |x Modularity. |0 http://id.loc.gov/authorities/subjects/sh2005002622 | |
| 650 | 0 | |a English language |x Grammar, Comparative. |0 http://id.loc.gov/authorities/subjects/sh85043568 | |
| 650 | 0 | |a French language |x Grammar, Comparative. | |
| 650 | 6 | |a Langage et langues |x Étude et enseignement |x Recherche. | |
| 650 | 6 | |a Langue seconde |x Acquisition |x Recherche. | |
| 650 | 6 | |a Interlangue (Apprentissage des langues) |x Recherche. | |
| 650 | 6 | |a Temps (Linguistique) | |
| 650 | 6 | |a Aspect (Linguistique) | |
| 650 | 6 | |a Modularité (Linguistique) | |
| 650 | 6 | |a Français (Langue) |x Grammaire comparée. | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Grammar & Punctuation. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Linguistics |x Syntax. |2 bisacsh | |
| 650 | 7 | |a English language |x Grammar, Comparative |2 fast | |
| 650 | 7 | |a French language |x Grammar, Comparative |2 fast | |
| 650 | 7 | |a Grammar, Comparative and general |x Aspect |2 fast | |
| 650 | 7 | |a Grammar, Comparative and general |x Modularity |2 fast | |
| 650 | 7 | |a Grammar, Comparative and general |x Tense |2 fast | |
| 650 | 7 | |a Interlanguage (Language learning) |x Research |2 fast | |
| 650 | 7 | |a Language and languages |x Study and teaching |x Research |2 fast | |
| 650 | 7 | |a Second language acquisition |x Research |2 fast | |
| 655 | 4 | |a Electronic book. | |
| 700 | 1 | |a Howard, Martin, |d 1972- |e editor. |0 http://id.loc.gov/authorities/names/no2007108900 | |
| 700 | 1 | |a Leclercq, Pascale, |d 1977- |e editor. |0 http://id.loc.gov/authorities/names/n2014009916 | |
| 776 | 0 | 8 | |i Print version: |t Tense-aspect-modality in a second language. |d Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2016] |z 9789027241924 |w (DLC) 2016025743 |
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| contents | Intro -- Tense-Aspect-Modality in a Second Language -- Editorial page -- Title page -- LCC data -- Table of contents -- Introduction. Tense, aspect and modality in second language acquisition -- 1. Introduction -- 2. The L2 learner's tense-aspect system: Emergence of tense-aspect markers -- 2.1 Acquisition and use of tense-aspect verb morphology: The case of the past tenses -- 2.2 Grammatical aspect -- 2.3 Inherent lexical aspect -- 2.4 Factors constraining the L2 learner's variable use of TAM morphology -- 2.5 Acquisition and use of TAM verb morphology: The expression of futurity and modality -- 2.6 Cross-linguistic influence in the L2 acquisition of tense-aspect-modality -- 2.7 Input issues in the study of L2 tense-aspect-modality acquisition -- 3. The contribution of this volume -- 3.1 Chapter synopses -- References -- 1. Beyond individual form-meaning associations in L2 Tense-Mood-Aspect research -- 1. Introduction -- 2. Functional analyses -- 2.1 Tense-Mood-Aspect systems -- 2.2 Expanding our understanding of how future fits into two additional subsystems: Progressive and modality. -- 3. Tense-Mood-Aspect and text type -- 3.1 Narrative discourse -- 3.2 Non-narrative discourse -- 3.3 Descriptions -- 3.4 Arguments -- 3.5 Irrealis: Hypothetical and future texts -- 4. The realization of Tense-Mood-Aspect and constraints of pronunciation and spelling -- 4.1 Studies of oral production -- 4.2 Comparison of oral and written production of the same text -- 5. Concluding remarks -- References -- 2. The grammatical representation of aspect -- 1. Introduction -- 2. The original claim of Coppieters (1987) -- 2.1 The methodological approach of Coppieters' study -- 2.2 The non-consequential effect of Coppieters' findings -- 3. How complex is the definition of aspect? -- 3.1 The effect of aspectual meanings beyond the theoretical construct of aspect. 3.2 The broad representation of the theoretical construct Aspect -- 4. Non-prototypical challenges brought up by context -- 4.1 Perfective as default for basic tense meanings -- 4.2 Imperfective as default for inanimate / non-agentive subjects -- 5. Conclusion -- References -- 3. Issues in the acquisition of grammatical aspect in Greek-English bilingual children -- 1. Introduction -- 2. Grammatical and lexical aspect -- 3. Acquisition of aspect -- 4. The present study -- 4.1 Method -- 4.1.1 Participants -- 4.1.2 Materials -- 4.1.3 Procedure -- 4.1.4 Data coding -- 4.1.5 Predictions -- 4.2 Results -- 4.2.1 Results analysed by age -- 4.2.2 Results analysed by vocabulary knowledge -- 5. Discussion -- Acknowledgments -- References -- Appendix -- 4. Is it really easier to acquire a closely-related language? -- 1. Introduction -- 2. Cross-linguistic influence: The effect of proximity / distance and transferability conditions -- 3. The present study -- 3.1 Data collection / design: Subjects and task -- 3.2 The temporal relations investigated: Continuation and iteration in the Finite Story narrative task -- 3.3 Some similarities and differences between the iterative and continuative means available in the languages investigated -- 4. Results -- 4.1 Iterative contexts -- 4.1.1 Native productions in French, Italian and German -- 4.1.2 Learner productions in French L2 -- 4.2 Continuative contexts -- 4.2.1 Native productions in French, Italian and German -- 4.2.2 Learner productions in French L2 -- 4.3 Summary and discussion -- 5. Concluding remarks -- References -- 5. 'It starts to explode.' Phasal segmentation of contextualised events in L2 English -- 1. Introduction -- 2. Empirical context -- 2.1 Grammatical aspect and event segmentation across L1s -- 2.2 Research on event segmentation in learner varieties -- 3. Central notions and theoretical grounding. 4. Structural contrasts in the source and the target languages -- 5. Research questions and hypotheses -- 6. Method -- 6.1 Participants -- 6.2 Instruments -- 6.3 Analysis -- 7. Results -- 7.1 Production -- 7.2 Acceptability judgements -- 8. Discussion -- 8.1 Learner-specific modification of granularity degrees -- 8.2 Non-standard decomposition of events -- overgeneralised inceptive phase marking -- 8.3 Discrepancy between acceptability judgements and production -- 8.4 Variation in judgements linked to verb type -- 8.5 L1-specific segmentation and its influence on L2 -- 8.6 Limitations and avenues for future inquiry -- 9. Conclusion -- Acknowledgements -- References -- Appendices -- Appendix A. A typical acceptability judgement set with four situation types: 0-state (0S), 1-state (1S), 2-state cumulative (2SC), and 2-state instantaneous (2SI) -- Appendix B. Sample fragments from the elicitation video illustrating event progression from episode 1 (E1.1) to episode 6 (E6). The full video and its event map can be downloaded from the IRIS database, an online repository of L2 data collection materials -- 6. The acquisition of modal auxiliaries in English by advanced Francophone learners -- 1. Introduction -- 2. Modality -- 2.1 Mood and modal systems -- 2.2 Types of modality -- 2.3 Expressing modality in English -- 2.4 Expressing modality in French -- 2.4.1 Devoir -- 2.4.2 Pouvoir -- 2.4.3 Savoir -- 2.4.4 Falloir -- 3. Literature review of ESL studies -- 4. Research questions and methodology -- 4.1 Participants -- 4.2 Elicitation tasks -- 5. Results -- 6. Discussion and conclusion -- References -- 7. Using the present tense to talk about irreality -- 1. Introduction -- 2. The notion of counterfactuality -- 3. Counterfactuality in second language acquisition -- 4. Research questions -- 5. Method -- 5.1 Participants -- 5.2 Stimulus and instructions. 5.3 Identifying the mutation cores -- 6. Quantitative analysis -- 6.1 Learner group -- 6.2 French L1 -- 6.3 Italian L1 -- 7. Qualitative analysis -- Predictive task -- 7.1 French L1 -- 7.2 Learner group -- 7.2.1 Present tense -- 7.2.2 Use of the conditional -- 7.2.3 More frequent use of the conditional -- 7.3 Summary of the learners' patterns -- 7.4 Italian L1 -- 8. Discussion -- 8.1 Verbal morphology and L2 proficiency -- 8.2 The role of immersion in the production of conditional forms -- 8.3 Stylistic preference -- 8.4 L1 influence -- 9. Conclusion -- Acknowledgments -- References -- Appendices -- Appendix 1. Stimulus in French -- Index. |
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Non-prototypical challenges brought up by context -- 4.1 Perfective as default for basic tense meanings -- 4.2 Imperfective as default for inanimate / non-agentive subjects -- 5. Conclusion -- References -- 3. Issues in the acquisition of grammatical aspect in Greek-English bilingual children -- 1. Introduction -- 2. Grammatical and lexical aspect -- 3. Acquisition of aspect -- 4. The present study -- 4.1 Method -- 4.1.1 Participants -- 4.1.2 Materials -- 4.1.3 Procedure -- 4.1.4 Data coding -- 4.1.5 Predictions -- 4.2 Results -- 4.2.1 Results analysed by age -- 4.2.2 Results analysed by vocabulary knowledge -- 5. Discussion -- Acknowledgments -- References -- Appendix -- 4. Is it really easier to acquire a closely-related language? -- 1. Introduction -- 2. Cross-linguistic influence: The effect of proximity / distance and transferability conditions -- 3. The present study -- 3.1 Data collection / design: Subjects and task -- 3.2 The temporal relations investigated: Continuation and iteration in the Finite Story narrative task -- 3.3 Some similarities and differences between the iterative and continuative means available in the languages investigated -- 4. Results -- 4.1 Iterative contexts -- 4.1.1 Native productions in French, Italian and German -- 4.1.2 Learner productions in French L2 -- 4.2 Continuative contexts -- 4.2.1 Native productions in French, Italian and German -- 4.2.2 Learner productions in French L2 -- 4.3 Summary and discussion -- 5. Concluding remarks -- References -- 5. 'It starts to explode.' Phasal segmentation of contextualised events in L2 English -- 1. Introduction -- 2. Empirical context -- 2.1 Grammatical aspect and event segmentation across L1s -- 2.2 Research on event segmentation in learner varieties -- 3. 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Sample fragments from the elicitation video illustrating event progression from episode 1 (E1.1) to episode 6 (E6). The full video and its event map can be downloaded from the IRIS database, an online repository of L2 data collection materials -- 6. The acquisition of modal auxiliaries in English by advanced Francophone learners -- 1. Introduction -- 2. Modality -- 2.1 Mood and modal systems -- 2.2 Types of modality -- 2.3 Expressing modality in English -- 2.4 Expressing modality in French -- 2.4.1 Devoir -- 2.4.2 Pouvoir -- 2.4.3 Savoir -- 2.4.4 Falloir -- 3. Literature review of ESL studies -- 4. Research questions and methodology -- 4.1 Participants -- 4.2 Elicitation tasks -- 5. Results -- 6. Discussion and conclusion -- References -- 7. Using the present tense to talk about irreality -- 1. Introduction -- 2. The notion of counterfactuality -- 3. Counterfactuality in second language acquisition -- 4. Research questions -- 5. 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| genre | Electronic book. |
| genre_facet | Electronic book. |
| id | ZDB-4-EBA-ocn957554923 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:27:22Z |
| institution | BVB |
| isbn | 9789027266491 9027266492 |
| issn | 0928-1533 ; |
| language | English |
| lccn | 2016039942 |
| oclc_num | 957554923 |
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| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource |
| psigel | ZDB-4-EBA |
| publishDate | 2016 |
| publishDateSearch | 2016 |
| publishDateSort | 2016 |
| publisher | John Benjamins Publishing Company, |
| record_format | marc |
| series | Studies in bilingualism ; |
| series2 | Studies in bilingualism, |
| spelling | Tense-aspect-modality in a second language : contemporary perspectives / edited by Martin Howard, Pascale Leclercq. Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2016] 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier Studies in bilingualism, 0928-1533 ; volume 50 Includes bibliographical references and index. Print version record and CIP data provided by publisher. Intro -- Tense-Aspect-Modality in a Second Language -- Editorial page -- Title page -- LCC data -- Table of contents -- Introduction. Tense, aspect and modality in second language acquisition -- 1. Introduction -- 2. The L2 learner's tense-aspect system: Emergence of tense-aspect markers -- 2.1 Acquisition and use of tense-aspect verb morphology: The case of the past tenses -- 2.2 Grammatical aspect -- 2.3 Inherent lexical aspect -- 2.4 Factors constraining the L2 learner's variable use of TAM morphology -- 2.5 Acquisition and use of TAM verb morphology: The expression of futurity and modality -- 2.6 Cross-linguistic influence in the L2 acquisition of tense-aspect-modality -- 2.7 Input issues in the study of L2 tense-aspect-modality acquisition -- 3. The contribution of this volume -- 3.1 Chapter synopses -- References -- 1. Beyond individual form-meaning associations in L2 Tense-Mood-Aspect research -- 1. Introduction -- 2. Functional analyses -- 2.1 Tense-Mood-Aspect systems -- 2.2 Expanding our understanding of how future fits into two additional subsystems: Progressive and modality. -- 3. Tense-Mood-Aspect and text type -- 3.1 Narrative discourse -- 3.2 Non-narrative discourse -- 3.3 Descriptions -- 3.4 Arguments -- 3.5 Irrealis: Hypothetical and future texts -- 4. The realization of Tense-Mood-Aspect and constraints of pronunciation and spelling -- 4.1 Studies of oral production -- 4.2 Comparison of oral and written production of the same text -- 5. Concluding remarks -- References -- 2. The grammatical representation of aspect -- 1. Introduction -- 2. The original claim of Coppieters (1987) -- 2.1 The methodological approach of Coppieters' study -- 2.2 The non-consequential effect of Coppieters' findings -- 3. How complex is the definition of aspect? -- 3.1 The effect of aspectual meanings beyond the theoretical construct of aspect. 3.2 The broad representation of the theoretical construct Aspect -- 4. Non-prototypical challenges brought up by context -- 4.1 Perfective as default for basic tense meanings -- 4.2 Imperfective as default for inanimate / non-agentive subjects -- 5. Conclusion -- References -- 3. Issues in the acquisition of grammatical aspect in Greek-English bilingual children -- 1. Introduction -- 2. Grammatical and lexical aspect -- 3. Acquisition of aspect -- 4. The present study -- 4.1 Method -- 4.1.1 Participants -- 4.1.2 Materials -- 4.1.3 Procedure -- 4.1.4 Data coding -- 4.1.5 Predictions -- 4.2 Results -- 4.2.1 Results analysed by age -- 4.2.2 Results analysed by vocabulary knowledge -- 5. Discussion -- Acknowledgments -- References -- Appendix -- 4. Is it really easier to acquire a closely-related language? -- 1. Introduction -- 2. Cross-linguistic influence: The effect of proximity / distance and transferability conditions -- 3. The present study -- 3.1 Data collection / design: Subjects and task -- 3.2 The temporal relations investigated: Continuation and iteration in the Finite Story narrative task -- 3.3 Some similarities and differences between the iterative and continuative means available in the languages investigated -- 4. Results -- 4.1 Iterative contexts -- 4.1.1 Native productions in French, Italian and German -- 4.1.2 Learner productions in French L2 -- 4.2 Continuative contexts -- 4.2.1 Native productions in French, Italian and German -- 4.2.2 Learner productions in French L2 -- 4.3 Summary and discussion -- 5. Concluding remarks -- References -- 5. 'It starts to explode.' Phasal segmentation of contextualised events in L2 English -- 1. Introduction -- 2. Empirical context -- 2.1 Grammatical aspect and event segmentation across L1s -- 2.2 Research on event segmentation in learner varieties -- 3. Central notions and theoretical grounding. 4. Structural contrasts in the source and the target languages -- 5. Research questions and hypotheses -- 6. Method -- 6.1 Participants -- 6.2 Instruments -- 6.3 Analysis -- 7. Results -- 7.1 Production -- 7.2 Acceptability judgements -- 8. Discussion -- 8.1 Learner-specific modification of granularity degrees -- 8.2 Non-standard decomposition of events -- overgeneralised inceptive phase marking -- 8.3 Discrepancy between acceptability judgements and production -- 8.4 Variation in judgements linked to verb type -- 8.5 L1-specific segmentation and its influence on L2 -- 8.6 Limitations and avenues for future inquiry -- 9. Conclusion -- Acknowledgements -- References -- Appendices -- Appendix A. A typical acceptability judgement set with four situation types: 0-state (0S), 1-state (1S), 2-state cumulative (2SC), and 2-state instantaneous (2SI) -- Appendix B. Sample fragments from the elicitation video illustrating event progression from episode 1 (E1.1) to episode 6 (E6). The full video and its event map can be downloaded from the IRIS database, an online repository of L2 data collection materials -- 6. The acquisition of modal auxiliaries in English by advanced Francophone learners -- 1. Introduction -- 2. Modality -- 2.1 Mood and modal systems -- 2.2 Types of modality -- 2.3 Expressing modality in English -- 2.4 Expressing modality in French -- 2.4.1 Devoir -- 2.4.2 Pouvoir -- 2.4.3 Savoir -- 2.4.4 Falloir -- 3. Literature review of ESL studies -- 4. Research questions and methodology -- 4.1 Participants -- 4.2 Elicitation tasks -- 5. Results -- 6. Discussion and conclusion -- References -- 7. Using the present tense to talk about irreality -- 1. Introduction -- 2. The notion of counterfactuality -- 3. Counterfactuality in second language acquisition -- 4. Research questions -- 5. Method -- 5.1 Participants -- 5.2 Stimulus and instructions. 5.3 Identifying the mutation cores -- 6. Quantitative analysis -- 6.1 Learner group -- 6.2 French L1 -- 6.3 Italian L1 -- 7. Qualitative analysis -- Predictive task -- 7.1 French L1 -- 7.2 Learner group -- 7.2.1 Present tense -- 7.2.2 Use of the conditional -- 7.2.3 More frequent use of the conditional -- 7.3 Summary of the learners' patterns -- 7.4 Italian L1 -- 8. Discussion -- 8.1 Verbal morphology and L2 proficiency -- 8.2 The role of immersion in the production of conditional forms -- 8.3 Stylistic preference -- 8.4 L1 influence -- 9. Conclusion -- Acknowledgments -- References -- Appendices -- Appendix 1. Stimulus in French -- Index. Language and languages Study and teaching Research. Second language acquisition Research. Interlanguage (Language learning) Research. Grammar, Comparative and general Tense. http://id.loc.gov/authorities/subjects/sh85056341 Grammar, Comparative and general Aspect. http://id.loc.gov/authorities/subjects/sh85056268 Grammar, Comparative and general Modularity. http://id.loc.gov/authorities/subjects/sh2005002622 English language Grammar, Comparative. http://id.loc.gov/authorities/subjects/sh85043568 French language Grammar, Comparative. Langage et langues Étude et enseignement Recherche. Langue seconde Acquisition Recherche. Interlangue (Apprentissage des langues) Recherche. Temps (Linguistique) Aspect (Linguistique) Modularité (Linguistique) Français (Langue) Grammaire comparée. LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. bisacsh LANGUAGE ARTS & DISCIPLINES Linguistics Syntax. bisacsh English language Grammar, Comparative fast French language Grammar, Comparative fast Grammar, Comparative and general Aspect fast Grammar, Comparative and general Modularity fast Grammar, Comparative and general Tense fast Interlanguage (Language learning) Research fast Language and languages Study and teaching Research fast Second language acquisition Research fast Electronic book. Howard, Martin, 1972- editor. http://id.loc.gov/authorities/names/no2007108900 Leclercq, Pascale, 1977- editor. http://id.loc.gov/authorities/names/n2014009916 Print version: Tense-aspect-modality in a second language. Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2016] 9789027241924 (DLC) 2016025743 Studies in bilingualism ; v. 50. 0928-1533 http://id.loc.gov/authorities/names/n91012641 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1461377 Volltext |
| spellingShingle | Tense-aspect-modality in a second language : contemporary perspectives / Studies in bilingualism ; Intro -- Tense-Aspect-Modality in a Second Language -- Editorial page -- Title page -- LCC data -- Table of contents -- Introduction. Tense, aspect and modality in second language acquisition -- 1. Introduction -- 2. The L2 learner's tense-aspect system: Emergence of tense-aspect markers -- 2.1 Acquisition and use of tense-aspect verb morphology: The case of the past tenses -- 2.2 Grammatical aspect -- 2.3 Inherent lexical aspect -- 2.4 Factors constraining the L2 learner's variable use of TAM morphology -- 2.5 Acquisition and use of TAM verb morphology: The expression of futurity and modality -- 2.6 Cross-linguistic influence in the L2 acquisition of tense-aspect-modality -- 2.7 Input issues in the study of L2 tense-aspect-modality acquisition -- 3. The contribution of this volume -- 3.1 Chapter synopses -- References -- 1. Beyond individual form-meaning associations in L2 Tense-Mood-Aspect research -- 1. Introduction -- 2. Functional analyses -- 2.1 Tense-Mood-Aspect systems -- 2.2 Expanding our understanding of how future fits into two additional subsystems: Progressive and modality. -- 3. Tense-Mood-Aspect and text type -- 3.1 Narrative discourse -- 3.2 Non-narrative discourse -- 3.3 Descriptions -- 3.4 Arguments -- 3.5 Irrealis: Hypothetical and future texts -- 4. The realization of Tense-Mood-Aspect and constraints of pronunciation and spelling -- 4.1 Studies of oral production -- 4.2 Comparison of oral and written production of the same text -- 5. Concluding remarks -- References -- 2. The grammatical representation of aspect -- 1. Introduction -- 2. The original claim of Coppieters (1987) -- 2.1 The methodological approach of Coppieters' study -- 2.2 The non-consequential effect of Coppieters' findings -- 3. How complex is the definition of aspect? -- 3.1 The effect of aspectual meanings beyond the theoretical construct of aspect. 3.2 The broad representation of the theoretical construct Aspect -- 4. Non-prototypical challenges brought up by context -- 4.1 Perfective as default for basic tense meanings -- 4.2 Imperfective as default for inanimate / non-agentive subjects -- 5. Conclusion -- References -- 3. Issues in the acquisition of grammatical aspect in Greek-English bilingual children -- 1. Introduction -- 2. Grammatical and lexical aspect -- 3. Acquisition of aspect -- 4. The present study -- 4.1 Method -- 4.1.1 Participants -- 4.1.2 Materials -- 4.1.3 Procedure -- 4.1.4 Data coding -- 4.1.5 Predictions -- 4.2 Results -- 4.2.1 Results analysed by age -- 4.2.2 Results analysed by vocabulary knowledge -- 5. Discussion -- Acknowledgments -- References -- Appendix -- 4. Is it really easier to acquire a closely-related language? -- 1. Introduction -- 2. Cross-linguistic influence: The effect of proximity / distance and transferability conditions -- 3. The present study -- 3.1 Data collection / design: Subjects and task -- 3.2 The temporal relations investigated: Continuation and iteration in the Finite Story narrative task -- 3.3 Some similarities and differences between the iterative and continuative means available in the languages investigated -- 4. Results -- 4.1 Iterative contexts -- 4.1.1 Native productions in French, Italian and German -- 4.1.2 Learner productions in French L2 -- 4.2 Continuative contexts -- 4.2.1 Native productions in French, Italian and German -- 4.2.2 Learner productions in French L2 -- 4.3 Summary and discussion -- 5. Concluding remarks -- References -- 5. 'It starts to explode.' Phasal segmentation of contextualised events in L2 English -- 1. Introduction -- 2. Empirical context -- 2.1 Grammatical aspect and event segmentation across L1s -- 2.2 Research on event segmentation in learner varieties -- 3. Central notions and theoretical grounding. 4. Structural contrasts in the source and the target languages -- 5. Research questions and hypotheses -- 6. Method -- 6.1 Participants -- 6.2 Instruments -- 6.3 Analysis -- 7. Results -- 7.1 Production -- 7.2 Acceptability judgements -- 8. Discussion -- 8.1 Learner-specific modification of granularity degrees -- 8.2 Non-standard decomposition of events -- overgeneralised inceptive phase marking -- 8.3 Discrepancy between acceptability judgements and production -- 8.4 Variation in judgements linked to verb type -- 8.5 L1-specific segmentation and its influence on L2 -- 8.6 Limitations and avenues for future inquiry -- 9. Conclusion -- Acknowledgements -- References -- Appendices -- Appendix A. A typical acceptability judgement set with four situation types: 0-state (0S), 1-state (1S), 2-state cumulative (2SC), and 2-state instantaneous (2SI) -- Appendix B. Sample fragments from the elicitation video illustrating event progression from episode 1 (E1.1) to episode 6 (E6). The full video and its event map can be downloaded from the IRIS database, an online repository of L2 data collection materials -- 6. The acquisition of modal auxiliaries in English by advanced Francophone learners -- 1. Introduction -- 2. Modality -- 2.1 Mood and modal systems -- 2.2 Types of modality -- 2.3 Expressing modality in English -- 2.4 Expressing modality in French -- 2.4.1 Devoir -- 2.4.2 Pouvoir -- 2.4.3 Savoir -- 2.4.4 Falloir -- 3. Literature review of ESL studies -- 4. Research questions and methodology -- 4.1 Participants -- 4.2 Elicitation tasks -- 5. Results -- 6. Discussion and conclusion -- References -- 7. Using the present tense to talk about irreality -- 1. Introduction -- 2. The notion of counterfactuality -- 3. Counterfactuality in second language acquisition -- 4. Research questions -- 5. Method -- 5.1 Participants -- 5.2 Stimulus and instructions. 5.3 Identifying the mutation cores -- 6. Quantitative analysis -- 6.1 Learner group -- 6.2 French L1 -- 6.3 Italian L1 -- 7. Qualitative analysis -- Predictive task -- 7.1 French L1 -- 7.2 Learner group -- 7.2.1 Present tense -- 7.2.2 Use of the conditional -- 7.2.3 More frequent use of the conditional -- 7.3 Summary of the learners' patterns -- 7.4 Italian L1 -- 8. Discussion -- 8.1 Verbal morphology and L2 proficiency -- 8.2 The role of immersion in the production of conditional forms -- 8.3 Stylistic preference -- 8.4 L1 influence -- 9. Conclusion -- Acknowledgments -- References -- Appendices -- Appendix 1. Stimulus in French -- Index. Language and languages Study and teaching Research. Second language acquisition Research. Interlanguage (Language learning) Research. Grammar, Comparative and general Tense. http://id.loc.gov/authorities/subjects/sh85056341 Grammar, Comparative and general Aspect. http://id.loc.gov/authorities/subjects/sh85056268 Grammar, Comparative and general Modularity. http://id.loc.gov/authorities/subjects/sh2005002622 English language Grammar, Comparative. http://id.loc.gov/authorities/subjects/sh85043568 French language Grammar, Comparative. Langage et langues Étude et enseignement Recherche. Langue seconde Acquisition Recherche. Interlangue (Apprentissage des langues) Recherche. Temps (Linguistique) Aspect (Linguistique) Modularité (Linguistique) Français (Langue) Grammaire comparée. LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. bisacsh LANGUAGE ARTS & DISCIPLINES Linguistics Syntax. bisacsh English language Grammar, Comparative fast French language Grammar, Comparative fast Grammar, Comparative and general Aspect fast Grammar, Comparative and general Modularity fast Grammar, Comparative and general Tense fast Interlanguage (Language learning) Research fast Language and languages Study and teaching Research fast Second language acquisition Research fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85056341 http://id.loc.gov/authorities/subjects/sh85056268 http://id.loc.gov/authorities/subjects/sh2005002622 http://id.loc.gov/authorities/subjects/sh85043568 |
| title | Tense-aspect-modality in a second language : contemporary perspectives / |
| title_auth | Tense-aspect-modality in a second language : contemporary perspectives / |
| title_exact_search | Tense-aspect-modality in a second language : contemporary perspectives / |
| title_full | Tense-aspect-modality in a second language : contemporary perspectives / edited by Martin Howard, Pascale Leclercq. |
| title_fullStr | Tense-aspect-modality in a second language : contemporary perspectives / edited by Martin Howard, Pascale Leclercq. |
| title_full_unstemmed | Tense-aspect-modality in a second language : contemporary perspectives / edited by Martin Howard, Pascale Leclercq. |
| title_short | Tense-aspect-modality in a second language : |
| title_sort | tense aspect modality in a second language contemporary perspectives |
| title_sub | contemporary perspectives / |
| topic | Language and languages Study and teaching Research. Second language acquisition Research. Interlanguage (Language learning) Research. Grammar, Comparative and general Tense. http://id.loc.gov/authorities/subjects/sh85056341 Grammar, Comparative and general Aspect. http://id.loc.gov/authorities/subjects/sh85056268 Grammar, Comparative and general Modularity. http://id.loc.gov/authorities/subjects/sh2005002622 English language Grammar, Comparative. http://id.loc.gov/authorities/subjects/sh85043568 French language Grammar, Comparative. Langage et langues Étude et enseignement Recherche. Langue seconde Acquisition Recherche. Interlangue (Apprentissage des langues) Recherche. Temps (Linguistique) Aspect (Linguistique) Modularité (Linguistique) Français (Langue) Grammaire comparée. LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. bisacsh LANGUAGE ARTS & DISCIPLINES Linguistics Syntax. bisacsh English language Grammar, Comparative fast French language Grammar, Comparative fast Grammar, Comparative and general Aspect fast Grammar, Comparative and general Modularity fast Grammar, Comparative and general Tense fast Interlanguage (Language learning) Research fast Language and languages Study and teaching Research fast Second language acquisition Research fast |
| topic_facet | Language and languages Study and teaching Research. Second language acquisition Research. Interlanguage (Language learning) Research. Grammar, Comparative and general Tense. Grammar, Comparative and general Aspect. Grammar, Comparative and general Modularity. English language Grammar, Comparative. French language Grammar, Comparative. Langage et langues Étude et enseignement Recherche. Langue seconde Acquisition Recherche. Interlangue (Apprentissage des langues) Recherche. Temps (Linguistique) Aspect (Linguistique) Modularité (Linguistique) Français (Langue) Grammaire comparée. LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. LANGUAGE ARTS & DISCIPLINES Linguistics Syntax. English language Grammar, Comparative French language Grammar, Comparative Grammar, Comparative and general Aspect Grammar, Comparative and general Modularity Grammar, Comparative and general Tense Interlanguage (Language learning) Research Language and languages Study and teaching Research Second language acquisition Research Electronic book. |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1461377 |
| work_keys_str_mv | AT howardmartin tenseaspectmodalityinasecondlanguagecontemporaryperspectives AT leclercqpascale tenseaspectmodalityinasecondlanguagecontemporaryperspectives |