The current study investigates the roles of lexical aspect and phonological saliency in second language acquisition of English past tense morphology. It also explores whether the effects of these factors are affected by data elicitation tasks and learners’ L2 proficiency. We created a learner corpus consisting of data from oral personal narratives from twenty Arabic EFL learners from two proficiency groups (low vs. intermediate/advanced), which were transcribed in CHAT format, tagged, and included in the TalkBank corpora. We also administered a written cloze task. Despite task variations, we find strong evidence that supported the influence of lexical semantics in Arabic learners’ acquisition of past tense marking, confirming the predictions of the Aspect Hypothesis.
{"title":"Arabic learners’ acquisition of English past tense morphology","authors":"Helen Zhao, Yasuhiro Shirai","doi":"10.1075/IJLCR.17006.ZHA","DOIUrl":"https://doi.org/10.1075/IJLCR.17006.ZHA","url":null,"abstract":"\u0000The current study investigates the roles of lexical aspect and phonological saliency in second language acquisition of English past tense morphology. It also explores whether the effects of these factors are affected by data elicitation tasks and learners’ L2 proficiency. We created a learner corpus consisting of data from oral personal narratives from twenty Arabic EFL learners from two proficiency groups (low vs. intermediate/advanced), which were transcribed in CHAT format, tagged, and included in the TalkBank corpora. We also administered a written cloze task. Despite task variations, we find strong evidence that supported the influence of lexical semantics in Arabic learners’ acquisition of past tense marking, confirming the predictions of the Aspect Hypothesis.","PeriodicalId":188451,"journal":{"name":"Tense and Aspect in Second Language Acquisition and Learner Corpus Research","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130304698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigates the distributional patterns of verb form frequencies in the Spanish past tense (the Preterit and the Imperfect) in the Corpus del Español (Davies, 2002). Following a usage-based approach, we examine the potential influence of input frequency as a driving factor in L2 learning. Results provide support for the existence of a distributional bias in L1 Spanish, with several telic predicates more often occurring in the Preterit and several atelic predicates in the Imperfect. Results also demonstrate that the distribution of verbs in the Preterit and the Imperfect is Zipfian, with the most frequent verbs overall accounting for the majority of all the tokens. Finally, an analysis of the different meanings of the Imperfect demonstrates clear differences in frequency of use with the continuous meaning as the most frequently expressed meaning, followed by habituality and progressivity. Implications for research and teaching are discussed.
{"title":"Can native-speaker corpora help explain L2 acquisition of tense and aspect?","authors":"Nicole Tracy-Ventura, Jhon A. Cuesta Medina","doi":"10.1075/ijlcr.17001.tra","DOIUrl":"https://doi.org/10.1075/ijlcr.17001.tra","url":null,"abstract":"\u0000This study investigates the distributional patterns of verb form frequencies in the Spanish past tense (the Preterit and the Imperfect) in the Corpus del Español (Davies, 2002). Following a usage-based approach, we examine the potential influence of input frequency as a driving factor in L2 learning. Results provide support for the existence of a distributional bias in L1 Spanish, with several telic predicates more often occurring in the Preterit and several atelic predicates in the Imperfect. Results also demonstrate that the distribution of verbs in the Preterit and the Imperfect is Zipfian, with the most frequent verbs overall accounting for the majority of all the tokens. Finally, an analysis of the different meanings of the Imperfect demonstrates clear differences in frequency of use with the continuous meaning as the most frequently expressed meaning, followed by habituality and progressivity. Implications for research and teaching are discussed.","PeriodicalId":188451,"journal":{"name":"Tense and Aspect in Second Language Acquisition and Learner Corpus Research","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122113930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Tense and aspect in Second Language Acquisition and learner corpus research","authors":"R. Fuchs, Valentin Werner","doi":"10.1075/IJLCR.00004.INT","DOIUrl":"https://doi.org/10.1075/IJLCR.00004.INT","url":null,"abstract":"","PeriodicalId":188451,"journal":{"name":"Tense and Aspect in Second Language Acquisition and Learner Corpus Research","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122641036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Present-day English manifests ongoing changes in the frequency and semantic range of the progressive form, which presents a challenge for foreign language learners. This study examines the frequencies and semantic functions of the progressive in the Louvain International Database of Spoken English Interlanguage with the aim of finding out to what extent learners are adopting the ongoing changes. This study analyses the effects of an exposure-rich learning environment by comparing learners from countries where English is used in varying degrees outside formal educational contexts and by examining intra-corpus variation between learners who have vs. have not spent time in English-speaking countries. The results reveal that exposure to English in the home country explains some of the variation in the progressive frequencies, but most of all it shows in the extent to which the learners have adopted its new semantic uses. By contrast, stay in English-speaking countries was not found to be an influential variable for all learner groups.
{"title":"The progressive form and its functions in spoken learner English","authors":"Lea Meriläinen","doi":"10.1075/IJLCR.17002.MER","DOIUrl":"https://doi.org/10.1075/IJLCR.17002.MER","url":null,"abstract":"\u0000 Present-day English manifests ongoing changes in the frequency and semantic range of the progressive form, which presents a\u0000 challenge for foreign language learners. This study examines the frequencies and semantic functions of the progressive in the\u0000 Louvain International Database of Spoken English Interlanguage with the aim of finding out to what extent\u0000 learners are adopting the ongoing changes. This study analyses the effects of an exposure-rich learning environment by comparing\u0000 learners from countries where English is used in varying degrees outside formal educational contexts and by examining intra-corpus\u0000 variation between learners who have vs. have not spent time in English-speaking countries. The results reveal that exposure to\u0000 English in the home country explains some of the variation in the progressive frequencies, but most of all it shows in the extent\u0000 to which the learners have adopted its new semantic uses. By contrast, stay in English-speaking countries was not found to be an\u0000 influential variable for all learner groups.","PeriodicalId":188451,"journal":{"name":"Tense and Aspect in Second Language Acquisition and Learner Corpus Research","volume":"291 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122979583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This multifactorial analysis of progressive marking contrasts native English to two Asian Englishes and Dutch English. Specifically, we (i) model writers’ constructional choices (progressive vs. non-progressive) across Englishes based on several linguistic predictors simultaneously, (ii) assess how those factors impact the progressive vs. non-progressive alternation, (iii) how several linguistic factors determine, simultaneously, writers’ constructional choices and (iv) how those choices differ across varieties and genres. Based on 4,661 verb constructions from five comparable multi-genre corpora, we ran a logistic regression analysis to determine which factors cause English-speaking populations to differ in their constructional choices and in which specific contexts. While the model strongly predicts speakers’ choices, within individual genres, tense and modality are found to influence speakers’ choices differently. Overall, our results yield nuanced insights into the (dis)similarities among and within ESL/EFL varieties and contribute to the broader issue of the native-foreign-second language continuum across genres.
{"title":"Progressive or not progressive?","authors":"Paula Rautionaho, Sandra C. Deshors","doi":"10.1075/IJLCR.16019.RAU","DOIUrl":"https://doi.org/10.1075/IJLCR.16019.RAU","url":null,"abstract":"\u0000 This multifactorial analysis of progressive marking contrasts native English to two Asian Englishes and Dutch English.\u0000 Specifically, we (i) model writers’ constructional choices (progressive vs. non-progressive) across Englishes based on several\u0000 linguistic predictors simultaneously, (ii) assess how those factors impact the progressive vs. non-progressive alternation, (iii)\u0000 how several linguistic factors determine, simultaneously, writers’ constructional choices and (iv) how those choices differ across\u0000 varieties and genres. Based on 4,661 verb constructions from five comparable multi-genre corpora, we ran a logistic regression\u0000 analysis to determine which factors cause English-speaking populations to differ in their constructional choices and in which\u0000 specific contexts. While the model strongly predicts speakers’ choices, within individual genres, tense and modality are found to\u0000 influence speakers’ choices differently. Overall, our results yield nuanced insights into the (dis)similarities among and within\u0000 ESL/EFL varieties and contribute to the broader issue of the native-foreign-second language continuum across genres.","PeriodicalId":188451,"journal":{"name":"Tense and Aspect in Second Language Acquisition and Learner Corpus Research","volume":"201 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127029007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1075/bct.108.ijlcr.17010.fuc
R. Fuchs, Valentin Werner
Previous studies indicate that even advanced learners of English as a Foreign Language and speakers of English as a Second Language extend the progressive to stative verbs, contrary to the predictions of the Aspect Hypothesis (AH). We test this claim based on a corpus of beginning and lower intermediate learner writing produced by speakers of three languages with and three without a progressive. In contrast to previous studies, we measure the frequency of stative progressives using the variable context method, which is frequently used in research on dialectal variation. Results reveal that stative progressives are very rare at the beginning/lower intermediate level, regardless of the presence of a progressive in the learners’ L1, confirming the claim of the AH for beginning and lower intermediate learners. Moreover, stative progressives mostly occur in contexts that are grammatical in native usage, especially in the interlanguage of learners with a progressive in their L1.
{"title":"The use of stative progressives by school-age learners of English and the importance of the variable context","authors":"R. Fuchs, Valentin Werner","doi":"10.1075/bct.108.ijlcr.17010.fuc","DOIUrl":"https://doi.org/10.1075/bct.108.ijlcr.17010.fuc","url":null,"abstract":"Previous studies indicate that even advanced learners of English as a Foreign Language and speakers of English as a Second Language extend the progressive to stative verbs, contrary to the predictions of the Aspect Hypothesis (AH). We test this claim based on a corpus of beginning and lower intermediate learner writing produced by speakers of three languages with and three without a progressive. In contrast to previous studies, we measure the frequency of stative progressives using the variable context method, which is frequently used in research on dialectal variation. Results reveal that stative progressives are very rare at the beginning/lower intermediate level, regardless of the presence of a progressive in the learners’ L1, confirming the claim of the AH for beginning and lower intermediate learners. Moreover, stative progressives mostly occur in contexts that are grammatical in native usage, especially in the interlanguage of learners with a progressive in their L1.","PeriodicalId":188451,"journal":{"name":"Tense and Aspect in Second Language Acquisition and Learner Corpus Research","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129002937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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