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|a Tense-aspect-modality in a second language :
|b contemporary perspectives /
|c edited by Martin Howard, Pascale Leclercq.
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| 264 |
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1 |
|a Amsterdam ;
|a Philadelphia :
|b John Benjamins Publishing Company,
|c [2016]
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|a 1 online resource
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|a Studies in bilingualism,
|x 0928-1533 ;
|v volume 50
|
| 504 |
|
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|a Includes bibliographical references and index.
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|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.
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| 505 |
8 |
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|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.
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| 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.
|
| 500 |
|
|
|a EBSCO eBook Academic Comprehensive Collection North America
|5 TMurS
|
| 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.
|
| 650 |
|
0 |
|a Grammar, Comparative and general
|x Aspect.
|
| 650 |
|
0 |
|a Grammar, Comparative and general
|x Modularity.
|
| 650 |
|
0 |
|a English language
|x Grammar, Comparative.
|
| 650 |
|
0 |
|a French language
|x Grammar, Comparative.
|
| 700 |
1 |
|
|a Howard, Martin,
|d 1972-
|e editor.
|
| 700 |
1 |
|
|a Leclercq, Pascale,
|d 1977-
|e editor.
|
| 730 |
0 |
|
|a WORLDSHARE SUB RECORDS
|
| 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
|
| 830 |
|
0 |
|a Studies in bilingualism ;
|v v. 50.
|x 0928-1533
|
| 856 |
4 |
0 |
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