LEADER 05477nam 22006491 450 001 9910153104803321 005 20200514202323.0 010 $a1-4742-1227-1 010 $a1-4411-3176-0 024 7 $a10.5040/9781474212274 035 $a(CKB)3710000000109767 035 $a(EBL)1749205 035 $a(SSID)ssj0001196962 035 $a(PQKBManifestationID)12561514 035 $a(PQKBTitleCode)TC0001196962 035 $a(PQKBWorkID)11177305 035 $a(PQKB)10153703 035 $a(MiAaPQ)EBC1749205 035 $a(OCoLC)944225950 035 $a(UkLoBP)bpp09258259 035 $a(EXLCZ)993710000000109767 100 $a20150227d2008 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aMarking past tense in second language acquisition $ea theoretical model /$fRafael Salaberry 210 1$aLondon ;$aNew York :$cContinuum,$d2008. 215 $a1 online resource (304 p.) 300 $aDescription based upon print version of record. 311 $a1-84706-238-5 320 $aIncludes bibliographical references (pages [261]-274) and index. 327 $aCover; Table of Contents; List of Figures and Tables; Foreword; Foreword; Chapter 1: Learning Spanish Past Tense Aspect; 1. Introduction; 2. The Learning Challenge; 3. Tense-Aspect in Context; 3.1 Discourse effects; 3.2 Lexical and grammatical aspect; 4. Acquisition Hypotheses; 5. Contextualized Meanings: A Lexico-discursive Framework; 6. Conclusion; Chapter 2: Delimiting Lexical and Grammatical Aspect; 1. Introduction; 2. Definitions of Aspect; 2.1 Is aspectual representation subjective?; 2.2 Is aspect deictic or non-deictic?; 3. Lexical Aspect; 3.1 Lexical aspectual classes 327 $a3.2 Compositionality of lexical aspect4. Grammatical Aspect; 4.1 Perfective and imperfective; 4.2 Spanish Preterite and Imperfect; 5. The Interface of Lexical Aspect and Grammatical Aspect; 5.1 Operational tests of inherent lexical semantics; 5.2 Semantic multivalence of verbs; 5.3 Lexical aspectual shifts; 5.4 Two categories or one? Lexical versus grammatical aspect; 6. Aspect as a Contextual Phenomenon; 6.1 Scope of analysis of tense-aspectual knowledge; 6.2 Syntactic constructions; 6.3 Discourse; 6.4 Default lexical aspectual classes; 7. Invariant and Contextualized Meanings 327 $a7.1 Iterativity and habituality7.2 Iterativity as opposed to habituality; 7.3 Principled distinction; 8. Theoretical Frameworks of Reference; 8.1 Minimalism; 8.2 Cognitive linguistics; 9. Conclusion; Chapter 3: Hypotheses about the L2 Development of Tense-Aspect Knowledge; 1. Introduction; 2. The Independent Variables; 2.1 The effect of lexical aspect; 2.2 The effect of discourse structure; 2.3 The effect of perceptual saliency; 2.4 The effect of L1 transfer; 2.5 The effect of syntactic structure; 3. Review of Findings from Selected Studies; 3.1 A default marker of past tense 327 $a3.2 Syntactic approaches4. Conclusion; Chapter 4: The L2 Acquisition of Invariant-Contextualized Meanings of Tense-Aspect; 1. Introduction; 2. Contextualized Meanings; 2.1 Context relevant for all theoretical accounts; 2.2 Grammatical knowledge is contextual knowledge; 2.3 Computational costs of processing aspectual knowledge; 3. Invariant Meanings and Default Values; 3.1 Boundedness as a grammatical concept; 3.2 Iterativity as a grammatical concept; 3.3 Genericity as a grammatical concept; 4. Mapping Aspectual Knowledge onto Grammatical Form; 4.1 Thinking-for-speaking 327 $a4.2 Mapping concepts to forms4.3 Summary: Mapping aspectual knowledge onto grammatical form; 5. The Effect of the L1; 5.1 English Simple Past; 5.2 English marks tense only: Are states special?; 5.3 The hypothesis about a default past tense; 6. Modular Versus General Learning Processes; 6.1 Modular learning in L2 acquisition; 6.2 General learning processes; 6.3 Summary: Modular versus general learning processes; 7. Instructional Effects; 7.1 Pedagogical rules; 7.2 Mapping concepts to form; 7.3 Acquiring target rules; 8. Conclusion; Chapter 5: Final Thoughts; 1. Introduction 327 $a2. Theoretical Issues 330 $aThis book presents an analysis of the difficulties faced by native speakers of English in the learning of Romance languages and in so doing proposes a comprehensive model of the acquisition of tense-aspect marking. While L1 speakers of English may quickly learn to identify and, to some extent, use the Spanish perfective and imperfective verb endings, the L2 representation of tense-aspect distinctions among both beginning and advanced learners requires a comprehensive multidimensional analysis. Through a detailed examination of new and existing empirical data, this monograph proposes a new mode 606 $aSecond language acquisition 606 $aRomance languages$xStudy and teaching$xEnglish speakers 606 $aRomance languages$xAcquisition 606 $aRomance languages$xTense 615 0$aSecond language acquisition. 615 0$aRomance languages$xStudy and teaching$xEnglish speakers. 615 0$aRomance languages$xAcquisition. 615 0$aRomance languages$xTense. 676 $a401/.93 700 $aSalaberry$b M. Rafael$0742385 801 0$bUtOrBLW 801 1$bUtOrBLW 801 2$bUkLoBP 906 $aBOOK 912 $a9910153104803321 996 $aMarking past tense in second language acquisition$91934599 997 $aUNINA