Assessing the Effect of Lexical Aspect and Grounding on the Acquisition of L2 Spanish Past Tense Morphology among L1 English Speakers

Autor/in	Salaberry, Maximo Rafael
Titel	Assessing the Effect of Lexical Aspect and Grounding on the Acquisition of L2 Spanish Past Tense Morphology among L1 English Speakers
Quelle	In: Bilingualism: Language and Cognition, 14 (2011) 2, S.184-202 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-7289
DOI	10.1017/S1366728910000052
Schlagwörter	Morphemes; Native Speakers; Spanish; Second Language Learning; Morphology (Languages); Grammar; Comparative Analysis; Task Analysis; English; Statistical Analysis + Suchen Sie Ihr Suchwort? Morphem; Muttersprachler; Spanisch; Zweitsprachenerwerb; Morphology; Morphologie; Grammatik; Aufgabenanalyse; English language; Englisch; Statistische Analyse
Abstract	The present study compares the relative effect of inherent lexical aspect and discursive grounding on the use of L2 Spanish Preterit and Imperfect. The study is based on the analysis of responses to a written 40-item discourse-based forced-choice task among 286 English-speaking learners of Spanish. The analysis of data (repeated measures ANOVA) reveals that as learners gain more experience with the target language, the effect of both lexical aspect and grounding on past tense marking increases. That is, contrary to previous predictions, learners constantly move towards prototypical associations of lexical-narrative factors with morphological markers as knowledge of the second language increases. Second, grounding is the construct that most clearly distinguishes learners from native speakers. (As Provided).
Anmerkungen	Cambridge University Press. The Edinburgh Building, Shaftesbury Road, Cambridge, CB2 8RU, UK. Tel: 800-872-7423; Tel: 845-353-7500; Tel: +44-1223-326070; Fax: 845-353-4141; Fax: +44-1223-325150; e-mail: subscriptions_newyork@cambridge.org; Web site: http://www.cambridge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10