estudios específicos de adquisición del sistema...

Estudios específicos de adquisición del sistema verbal

Referencia Andersen, R. (1989): La adquisición de la morfología verbal. Lingüística, 1, p. 90-142.

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Referencia Ayoun, D. y R. Salaberry (eds.) (2005): Tense and aspect in romance languages. Amsterdam/Philadelphia: John Benjamins.

Abstract o Reseña This book brings together contributions by linguists working on the second language (L2) development of Romance tense-aspectual systems. The aim of the book is to present new experimental data and to set a common ground for their analysis, in order to start elaborating a more comprehensive model of the acquisition of tense-aspect in Romance languages.The book is divided into seven chapters. The first chapter, by M. Rafael Salaberry and Dalila Ayoun, presents a review of the current hypotheses about the development of tense and aspect within six different theoretical approaches, classified according to the importance they place on pragmatics, semantics, text, input, cognition, and syntax. After this review, some potential theoretical and methodological challenges are identified, such as the difficulty of classifying lexical aspectual classes, the difficulty of incorporating the various insights into a coherent theoretical framework, the difficulty of separating the levels of lexical and grammatical aspect, and the problem of research design.Chs. 2–5 present novel empirical data on the acquisition of tense and aspect in L2 Catalan (Ch. 2, by Llorenç Comajoan), L2 French (Ch. 3, by Dalila Ayoun), L2 Italian (Ch. 4, by Sonia Rocca), and L2 Spanish and L3 Portuguese (Ch. 5, by M. Rafael Salaberry). A number of theoretical issues is also addressed in these chapters, such as the extent to which grounding categories are binary (Ch. 2), whether L2 learners actually acquire both the inflectional morphology and the semantic properties associated with the AspP projection (Ch. 3), whether the aspect hypothesis proposed in Shirai 1991 and Andersen & Shirai 1994 may explain the data collected by studying the development of past forms in the Italian interlanguage of three English-speaking children (Ch. 4), and the role of lexical semantics, distributional biases in native speaker discourse, and general cognitive processes (Ch. 5).In Ch. 6, Carl Blyth uses the results of the empirical studies presented in Chs. 2–5 to outline a proposal for classroom applications for the teaching of the aspectual distinctions in Romance languages. After an overview of the pedagogical principles derived from the research on L2 aspect acquisition, Blyth shows how to design lessons on aspect and provides a very useful appendix in which a class for beginners is sketched.In Ch. 7, Ayoun and Salaberry summarize the results addressed in the book in order to elaborate a comprehensive model of the development of tense-aspect marking in the Romance languages. This book is a very good example of how bringing together different approaches can result in an effective and fruitful discussion and in a better understanding of the topic as a whole.

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Referencia Ayoun, D. y Salaberry, R. (2005): "Towards a comprehensive model of tense/aspect acquisition". En D. Ayoun & R. Salaberry (eds.): Tense and Aspect in Romance Languages: Theoretical and Applied Perspectives.Amsterdam and Philadelphia: John Benjamins, p. 253-281.

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Referencia Baralo, M. (2006): “La adquisición del subjuntivo en el español nativo y no nativo”. En M. Villayandre (ed.): Actas del XXXV Simposio de la Sociedad Española de Lingüística. León: Universidad de León, p. 307-318.

Abstract o Reseña El objetivo de esta investigación es doble y se enmarca en las relaciones entre la teoría lingüística y los datos de adquisición del español nativo y no nativo. Por un lado, intentamos sistematizar los casos en los que el uso del modo subjuntivo ofrece dificultades a los hablantes no nativos del español, desde una perspectiva pragmática y gramatical, ya que no todas las estructuras ofrecen la misma dificultad; por otro, procuramos constatar si las predicciones teóricas se verifican en las muestras de interlengua española analizadas. Partimos del análisis de los criterios de la teoría lingüística: el criterio sintáctico, entendido como uso obligado del subjuntivo en la oración subordinada, y el criterio semántico y pragmático de la modalidad, entendida como la actitud del hablante. Nuestra hipótesis inicial se basa en la presunción de que la dificultad de adquisición de esta parte de la gramática del español en los hablantes no nativos se debe a que ciertos usos pragmáticos no son transparentes en los datos a los que están expuestos, particularmente en contextos institucionales y formales. Los casos de selección del modo por razones sintácticas aparecen con mayor rapidez y sistematicidad en el español no nativo, que los casos en los que la elección del subjuntivo viene determinada por razones pragmáticas, esto es, basadas en presuposiciones e implicaturas. Este trabajo es parte de un proyecto que continúa en la línea de analizar las estructuras lingüísticas producidas por niños nativos y por adultos no nativos, con el propósito de desarrollar actuaciones didácticas mejor fundamentadas.

Acceso on line http://www3.unileon.es/dp/dfh/LG/B.html#Baralo

Referencia Baralo, M. (2007): “La alternancia imperfecto-indefinido en el español no nativo”. En P. Cano (coord.): Actas del VI Congreso de Lingüística General, Santiago de Compostela, 3-7 de mayo de 2004. Madrid: Arco, p. 339-346.

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Referencia Bardovi-Harlig, K. (1998): Narrative structure and lexical aspect: Conspiring factors in second language acquisition of tense-aspect morphology. Studies in Second Language Acquisition, 20, p. 471-508.

Abstract o Reseña Discusses two hypotheses on the distribution of emergent tense-aspect morphology in second language acquisition: aspect hypothesis and discourse hypothesis. Analyzes narrative structure and lexical aspectual class in a single corpus comprising narratives produced by adult learners of English as a Second Language at various proficiency levels. Results suggest both hypotheses are necessary to account for the distribution of verbal morphology in interlanguage.

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Referencia Bardovi-Harlig, K. (1995): "A narrative perspective on the development of the tense/aspect system in second language acquisition". Studies in Second Language Acquisition, 17, p. 263-291.

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Referencia Bardovi-Harlig, K. (2000): Tense and aspect in second language acquisition: form, meaning and use. London: Blackwell.

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Referencia Barnwell, D. (1987): Syntactic and morphological errors of English speakers on the Spanish past tenses. Columbia University. Research report.

Abstract o Reseña A study examined the patterns of error in the preterite and imperfect tenses in the written Spanish of native English-speaking college students. Errors found in the midterm examination were analyzed to determine whether they were due to incorrect tense, incorrect form of the tense, or both. It was predicted that many students would choose incorrect form or tense, and many more would choose both. Results revealed that very few answered with both incorrect tense and incorrect form, suggesting that the choice of verb tense and knowledge of correct form are largely independent of each other. In addition, interlingual errors (choice of tense) were slightly more common than intralingual errors (choice of verb form), supporting some earlier research results. (MSE)

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Referencia Bekiou, K. (2002): La adquisición del aspecto verbal español por parte de aprendices griegos. Universiad de Barcelona. Tesis doctoral

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Referencia Borgonovo, C., Bruhn de Garavito, J. and P. Prévost (2005): Acquisition of mooddistinctions in L2 Spanish. En A. Burgos, M. R. Clark-Cotton and S. Ha (eds.): Proceedings of the 29th Boston University Conference on Language Development, Somerville, MA: Cascadilla Press, p. 97-108.

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Referencia Bruhn de Garavito, J. (1997): “Verb complementation, coreference, and tense in the acquisition of Spanish as a second language”. En A. T. Pérez-Leroux & W. Glass (eds.): Contemporary perspectives on the acquisition of Spanish. Vol. 1. Somerville, MA: Cascadilla Press, p. 167-188

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Referencia Cadierno, T. (2000): "La enseñanza gramatical y el aprendizaje de la gramática: el caso del aspecto en español". Revista española de lingüística aplicada, 14, p. 53-74

Abstract o Reseña El presente trabajo está divido en dos secciones principales. La primera constituye una revisión bibliográfica sobre el papel de la instrucción gramatical en la adquisición de una segunda lengua (ASL), prestando especial atención a los diferentes efectos que dicha instrucción puede tener en la adquisición de diferentes estructuras lingüísticas (simples y complejas). Se discutirá asimismo en este contexto la adquisición de una estructura funcionalmente compleja, la del aspecto verbal en español, y se revisaron diversos estudios empíricos que han examinado la adquisición de las formas perfectivas e imperfectivas en diversas lenguas extranjeras por aprendices con diferentes lenguas maternas, así como estudios que han investigado el papel del aspecto léxico inherente o modo de acción en dicha adquisición. La segunda parte del trabajo presenta un estudio empírico cuyo objetivo principal ha sido examinar el uso de las inflexiones perfectivas e imperfectivas del español por estudiantes con danés como lengua materna y comparar dicho uso con su conocimiento metalingüístico de dicho fenómeno gramatical.

Acceso on line http://dialnet.unirioja.es/servlet/articulo?codigo=871281

Referencia Cadierno, T. (2000): “The acquisition of Spanish aspectual grammatical aspect by Danish advanced language learners. Spanish Applied Linguistics, 4 (1), p. 1-53.

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Referencia Cadierno, T. (1995): Formal Instruction from a Processing Perspective: An Investigation into the Spanish Past Tense. The Modern Language Journal, 79 (2), p. 179-193.

Abstract o Reseña The present study extends previous research (VanPatten & Cadierno, 1993a, 1993b) and compares the relative effects of two types of instruction (i.e., traditional instruction and processing instruction) on the acquisition of Spanish past tense verb morphology. Traditional instruction involved grammar explanation and output-based practice, while processing instruction involved grammar explanation and input-based practice aimed at redirect- ing learners'strategies in processing input data. Sixty-one classroom learners of Spanish were assigned to one of three instructional treatments: traditional instruction, processing instruction, and no instruction. Pretest and posttest measures consisting of one interpretation (comprehension) and one production task were submitted to a Multivariate Analysis of Variance. Results revealed significant gains in both comprehension and production for subjects in processing instruction, while subjects in traditional instruction had significant gains only in production.

Acceso on line http://www.jstor.org/action/doBasicSearch?Query=Cadierno%2C+T.&gw=jtx&prq=Brindley%2C+G.&Search=Search&hp=25&wc=on

Referencia Camps, J. (2000): “Preterit and imperfect in Spanish: The early stages of development”. En R. P. Leow y C. Sanz (eds.): Spanish Applied Linguistics at the Turn of the Millennium, Somerville, MA: Cascadilla Press, p. 1-19.

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Referencia Camps, J. (2002): “Aspectual distinctions in Spanish as a foreign language: The early stages of oral production”, International Review of Applied Linguistics, 40, p. 179-210.

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Referencia Casorrán, S. (1992): Análisis contrastivo de la modalidad verbal. Universidad de Valencia. Tesis doctoral.

Abstract o Reseña Se parte en esta tesis del presupuesto de que la modalidad como concepto lógico es una noción universal presente, por lo tanto, en la lengua inglesa y en la española. por medio de un análisis de contrastes se verifican cuales son las expresiones modales en la lengua española capaces de expresar los conceptos modales que en la lengua inglesa se indican con los verbos modales. el resultado del análisis demuestra que los verbos modales, los modos verbales y los tiempos gramaticales españoles pueden expresar los mismos conceptos modales que los verbos modales ingleses.

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Referencia Chamorro, Mª D. (1998): Sobre la adquisición de imperfecto e indefinido en contexto de instrucción formal: estudio longitudinal. Universidad de Granada. Tesis doctoral.

Abstract o Reseña El interés con que se inició esta investigación fue investigar en el conocimiento de los factores que inciden en los procesos de adquisición de la dicotomía de imperfecto e indefinido en contextos instrucción. A partir de la observación del proceso de enseñanza-aprendizaje, es decir, de la relación entre la instrucción específica sobre el uso de estos tiempos y su incorporación al discurso y a la interlengua del aprendiz, he pretendido identificar las diferentes fase por las que éste atraviesa para adquirir la instancia, en la medida de lo posible, determinar las implicaciones didácticas que se derivan del análisis de los datos. Se ha llevado, pues, el análisis en un doble sentido: el del tratamiento didáctico, desde el discurso del profesor a las descripciones gramaticales que lo informan, y el del proceso de adquisición en sí mismo, en un intento de aunar dos ámbitos que no suelen ir de la mano el de la adquisición de segundas lenguas y el de la pedagogía.

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Referencia Collentine, J., K. Collentine, V. Clark, and E. Fruginal (2002): "Subjunctive Instruction Enhanced with Syntactic Instruction." En J. Lee, K. Geeslin, and J. C. Clements (eds.): Proceedings of the 4th Hispanic Linguistics Symposium. Sommerville, MA: Cascadilla Press, p. 32-45.

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Acceso on line http://jan.ucc.nau.edu/~jgc/cv_research.php

Referencia Collentine, J. (1995): “The development of complex syntax and mood selection abilities by intermediate level learners of Spanish”. Hispania, 78 (1), p. 122-135.

Abstract o Reseña Foreign language learners of Spanish seemingly cannot master mood selection -the indicative/ subjunctive distinction- by the end of the intermediate level of instruction (within four semesters). Yet their courses ordinarily reserve a considerable amount of time for the study of mood selection. An analysis of two oral-production tasks suggests that, by the end of the intermediate level, learners are not likely to reach a stage at which they have the essential linguistic foundation to fully benefit from instruction in mood-selection. These learners still struggle to generate complex syntax, such as subordinate clauses. The strain of processing complex syntax probably leaves learners with an insufficient amount of energy to process morphology, thus resulting in poor mood-selection accuracy. Results of the investigation imply that, in addition to assisting learners with the morphological aspects of mood selection, instructors should seek ways to assist learners with the syntactic aspects, namely, with the production of complex syntax.

Acceso on line http://www.cervantesvirtual.com/servlet/SirveObras/scclng/35761630101354941976613/index.htmhttp://jan.ucc.nau.edu/~jgc/cv_research.php

Referencia Collentine, J. (1997): The effects of irregular stems on the detection of verbs in the subjunctive. Spanish Applied Linguistics, 1, p. 3-23.

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Referencia Collentine, J. (2002): On the Acquisition of the Subjunctive and Authentic Processing Instruction: A Response to Farley. Hispania, 85, p. 900-909.

Abstract o Reseña Farley (2001) raises concerns about the validity and generalizability of Collentine's 1998 study examining the efficacy of processing instruction-an input-oriented psycholinguistic approach to grammar instruction (Lee 2000; VanPatten 1996, 1997, 2000)-with the Spanish subjunctive. In response, Farley (2001) presents the results of his own experiment, claiming to provide Spanish educators with an example of "authentic" subjunctive processing instruction. This article responds to Farley's concerns about my 1998 experiment. First, I refute Farley's principal criticism, specifying the principles with which I designed the processing-instruction materials in Collentine (1998). The ultimate result of this discussion is a more fine-tuned definition of "communicative value" than presented to date (cf. VanPatten 2000). Second, I examine the morphosyntactic properties of the input with which both Collentine (1998) and Farley (2001) foster subjunctive acquisition, showing that Collentine's (1998) processing-instruction materials have greater ecological validity. Finally, I respond to significant factual errors contained in Farley (2001).

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Referencia Collentine, J. (2003) "The Development of Subjunctive and Complex-Syntactic Abilities among FL Spanish Learners." En B. Lafford and R. Salaberry (eds.): Studies in Spanish Second Language Acquisition: the State of the Science. Washington, DC: Georgetown University Press, p. 74-97.

Abstract o Reseña This chapter critically reviews the research conducted to date on the acquisition of the subjunctive. While studies examining subjunctive development by native-speakers of Spanish and Spanish-English bilinguals in the US receive attention here, this chapter focuses its efforts on investigations involving foreign-language learners of Spanish. Because one of the key predictors of subjunctive development may be the learner’s abilities to generate complex utterances, this chapter also probes works on the acquisition of complex syntax and the effects of short-term memory limitations on the processing of such utterances. The author concludes by delineating some of the strengths and shortcomings of the studies reviewed, proposing suggestions for future research.


Referencia Collentine, J. (1995): "The Development of Complex Syntax and Mood-Selection Abilities by Intermediate-Level Learners of Spanish". Hispania, 78 (1), p. 122-135.

Abstract o Reseña Foreign language learners of Spanish seemingly cannot master mood selection-the indicative/ subjunctive distinction-by the end of the intermediate level of instruction (within four semesters). Yet their courses ordinarily reserve a considerable amount of time for the study of mood selection. An analysis of two oral-production tasks suggests that, by the end of the intermediate level, learners are not likely to reach a stage at which they have the essential linguistic foundation to fully benefit from instruction in mood-selection. These learners still struggle to generate complex syntax, such as subordinate clauses. The strain of processing complex syntax probably leaves learners with an insufficient amount of energy to process morphology, thus resulting in poor mood-selection accuracy. Results of the investigation imply that, in addition to assisting learners with the morphological aspects of mood selection, instructors should seek ways to assist learners with the syntactic aspects, namely, with the production of complex syntax.

Acceso on line http://www.jstor.org/action/doBasicSearch?Query=Collentine%2C+J.+&gw=jtx&prq=Camps%2C+J.&Search=Search&hp=25&wc=on

Referencia Collentine, J. (1997). Pragmatics and the generation of syntactically complex utterances by foreign language learners of Spanish. In W. R. Glass & A. T. Pérez-Leroux (eds.), Contemporary Perspectives on the Acquisition of Spanish; vol. 2: Production, Processing, and Comprehension. Somerville, MA: Cascadilla Press, p. 25-40.

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Referencia Comajoan. Ll. (2005): The Early L2 Acquisition of Past Morphology:Perfective Morphology as an Aspectual Marker or Default Tense Marker?. En D. Eddington (ed.): Selected Proceedings of the 6th Conference on the Acquisition of Spanish and Portuguese as First and Second Language.. Somerville, MA: Cascadilla Proceedings Project, p. 31-43.

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Acceso on line www.lingref.com/cpp/casp/6/paper1123.pdf


Referencia Correa , M. (2008): Metalinguistic knowledge and the acquisition of the Spanish subjunctive by learners at three proficiency levels. The University of Arizona. Tesis doctoral

Abstract o Reseña One of the most controversial topics in Applied Linguistics is the role of learners' explicit knowledge (including metalinguistic knowledge) and explicit instruction in second language (L2) learning and teaching. There seems to be no agreement between those who propose that explicit knowledge is essential for L2 learning and those who believe that it can even be detrimental for L2 acquisition.Additionally, the subjunctive has been reported to be one of the most difficult structures to master for L2 learners of Spanish. It has been suggested that the subjunctive is acquired fairly late in an acquisition hierarchy of Spanish grammar and that, as a consequence, learners must reach a stage where they can produce syntactically sophisticated utterances in order to be "ready" for acquisition.Taking an Information Processing (IP) approach to language learning as a framework, this dissertation investigates the relationship between metalinguistic knowledge and grammatical accuracy by three groups of learners of Spanish (at beginning, intermediate, and advanced levels of proficiency). Their metalinguistic awareness/knowledge is assessed through a set of terminology and grammaticality judgment tasks. Their mastery of the Spanish subjunctive is evaluated through a set of receptive and productive tests involving different subordinate clauses that require the subjunctive, such as describing a scenario, filling the blank or conjugating the verb in the appropriate form, among others.The three groups of participants are compared with respect to their metalinguistic knowledge and their mastery of the subjunctive, and it is examined whether metalinguistic knowledge correlates with mastery of the subjunctive. Findings include: (1) an improvement on both subjunctive accuracy and terminology knowledge across levels; (2) a positive correlation between English metalinguistic knowledge and Spanish metalinguistic knowledge; (3) a positive correlation between metalinguistic knowledge and accuracy in the use of the subjunctive; and (4) agreement between the learners' acquisition hierarchy within the subjunctive and teaching order of subjunctive substructures.The findings show that metalinguistic knowledge has a positive impact on the mastery of this "difficult" structure. They are also consistent with other experimental studies that suggest that explicit instruction has a positive impact on L2 learning. The late and uneven acquisition of the subjunctive demonstrated by the subjects in this study also supports the hypothesis that there are "many subjunctives" to learn and that learners will not acquire this structure until they are developmentally ready (third year of instruction)

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Referencia Cowper, E. (2003): Parameters of INFL: English Aspect and Spanish Tense. University of Toronto Syntax Project.

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Acceso on line www.chass.utoronto.ca/~cowper/Cowper.INFL.pdf


Referencia Cuza Blanco, A. (2008): The L2 Acquisition and L1 Attrition of the Interpretation and Use of Aspectual Properties in Spanish among English-speaking L2 Learners and Long-term Spanish Immigrants. University of Toronto. Tesis Doctoral.

Abstract o Reseña This thesis examines the L2 acquisition and L1 attrition of aspectual properties in Spanish. Specifically, it investigates preterite versus imperfect distinctions and the ongoing value of the Spanish present tense among English-speaking L2 learners and long-term Spanish immigrants. In contrast to previous research which explains L2 learners’ difficulties as a result of either maturational constraints or morphosyntactic development, this study provides a supplementary explanation focusing on L1 transfer of the semantic patterns of tense morphemes. The study proceeds by comparing data from L2 learners with that of long-term Spanish immigrants. Unlike what is argued for L2 acquisition difficulties, the difficulties immigrants may have with tense and aspect cannot stem solely from impairment reasons. These immigrants acquired the L2 as adults. Therefore, to the extent that L2 learners share similar patterns of errors with adult immigrants, L2 speakers’ difficulties cannot be unequivocally linked to causes related to impairment. Instead, following a selectional approach to aspectual variation (De Swart, 1998), it is argued that transfer of the selectional patterns of tense morphemes offers a more encompassing explanation of the difficulties L2 speakers face with tense and aspect. Data collection involved two truth-value judgment tasks, two acceptability judgment tasks and two elicited production tasks. Twenty long-term immigrants, twenty English-speaking L2 learners of Spanish, and twenty native speakers of Spanish serving as control participants took part in the study. Results show incorrect activation of aspectual patterns by both experimental groups and similar patterns of difficulties in some of the conditions under investigation. I conclude that transfer from the other language offers a more adequate explanation of the difficulties L2 learners face.

Acceso on line http://hdl.handle.net/1807/11177

Referencia Dalmas, S. (2006): La enseñanza del modo subjuntivo a anglófonos, análisis de materiales y nuevas propuestas. Universidad de Salamanca. Tesis doctoral

Abstract o Reseña El modo subjuntivo español es un sistema complejo que llega a ser extremadamente abstracto. El aprender a entenderlo y a utilizarlo correctamente supone un gran reto para los alumnos extranjeros. Además, el subjuntivo en español tiene una gran extensión y frecuencia de uso frente al subjuntivo muchísimo más reducido en inglés. Por consiguiente, cualquier anglófono aspirante a la perfección en castellano tiene que asimilar conceptos inexistentes en su lengua materna y como tales sin punto de referencia para él.Es más, en algunos de los materiales didácticos existentes hay discrepancias y una tendencia a la fragmentación en la enseñanza del subjuntivo, lo que no favorece una visión global del mismo. El objetivo de este trabajo es enfrentarse a esta cuestión. La estructura de esta tesis es piramidal. El primer y el segundo apartados se fundamentan en el análisis de dos conjuntos de manuales de Enseñanza de Español como Lengua Extranjera: un conjunto de manuales publicados en España y otro en EE.UU. El tercer apartado de la tesis ofrece una comparación entre los dos conjuntos de manuales y las conclusiones que resultan de este proceso. Esto, junto con el análisis de fuentes tales como corpus y reputados manuales de referencia gramatical, representa la base de la pirámide.El nivel intermedio de la pirámide formula sugerencias concretas para la creación de un manual dedicado exclusivamente a la enseñanza del subjuntivo para anglófonos.Dicho manual corresponde con la cumbre de la pirámide e incluye ideas prácticas basadas en el estudio y análisis de la manera en la que se suele enseñar el subjuntivo, propuestas de mejora, y aporta una visión global de la enseñanza/aprendizaje de este modo. El autor de esta tesis es de origen anglófono y aprendió el subjuntivo durante numerosos años de estudio e inmersión lingüística y cultural en España.

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Referencia Di Franco, C. (2007): “Adquisición de la selección modal indicativo/subjuntivo por estudiantes italianófonos de español: análisis de los errores más habituales”. Revista Nebrija, 1 (1), p. 127-135.

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Acceso on line www.nebrija.com/revista-linguistica/...1/diFranco_2007_1-1.pdf


Referencia Díaz, L. y K. Bekiou (2006): “Lo que las reformulaciones y repeticiones halladas en los relatos orales de los aprendices de español L2 pueden decirnos acerca de la adquisición del aspecto verbal del español”. En M. Villayandre (ed.): Actas del XXXV Simposio de la Sociedad Española de Lingüística. León: Universidad de León, p. 400-418.

Abstract o Reseña Este trabajo recoge una investigación que demuestra de forma indirecta cómo se manifiesta la percepción de la dificultad de determinados aspectos de la gramática no nativa en el curso de una tarea de producción oral. En concreto, vemos cómo se evita la combinación de determinados predicados (clases aspectuales) conjugados en pasado (realizaciones y actividades en pretérito indefinido; y logros, en imperfecto), posibles ambos en español, en la producción no nativa. La razón para evitarlos es que se trata de combinaciones que ―contradicen‖ en cierto modo las combinaciones más generalmente admitidas en la secuencia de adquisición postulada para la adquisición de lenguas primeras y segundas (postuladas por la ―Hipótesis de la adquisición del aspecto antes que el tiempo‖, Andersen 1986, Shirai 1998, 2000, etc. o Antinucci y Miller 1971, etc. para L1). Para demostrar la especial dificultad de unas clases aspectuales sobre otras (en función de factores como identificar cuál es el mecanismo o rasgo que desencadena el análisis e interpretación nativo frente al no nativo), se han recogido y analizado datos orales de veinte sujetos de dos niveles distintos de competencia en E/L2 (intermedio y avanzado) y de cinco grupos de L1:, asiático, eslavo, griego, románico y germánico. Todos ellos han producido un relato a partir de un estímulo visual (viñetas). Los datos han sido transcritos y analizados siguiendo los protocolos y herramientas de CHILDES (McWhinney 1990). . Los resultados muestran cómo difiere la producción oral, cuantitativa y cualitativamente, respecto del comportamiento atestiguado en el mismo grupo de alumnos (y lenguas maternas) en tareas de producción escrita.

Como veremos, los datos muestran cómo se produce un ligero incremento del uso de esas combinaciones de tipo de predicado y flexión conforme avanza su competencia (nivel intermedio comparado con el avanzado), por un lado; y cómo se pueden rastrear indicios de dificultad a través de la presencia de los tres fenómenos de vacilación seleccionados (hesitation phenomena, Wiese 84, Ellis 94). Estos, también considerados estrategias – son indicio de planificación y control/monitorización (Ellis 1994, etc.) relacionadas con la fluidez y el desarrollo de la competencia no nativa y cambian de signo y de peso específico conforme avanza el desarrollo. En este caso, los elementos de corte pragmático iluminan, parcialmente, las zonas de la gramática insuficientemente dominadas por los aprendices.Por último, en nuestro trabajo mostraremos cómo ese desarrollo presenta algunas divergencias entre los distintos grupos lingüísticos, esto es, en función de la L1 del aprendiz. Y apuntaremos que una lectura posible de esas diferencias puede basarse en que algunos grupos (L1) son progresivamente más sensibles al valor pragmático que tienen esos dispositivos o estrategias en el discurso español nativo (por ejemplo, el relleno de las pausas), lo que abona una suerte de procedimentalización no sólo de conocimientos gramaticales (que constituían el objetivo primero de la investigación), sino también de los recursos pragmáticos. Eso explicaría, por ejemplo, que los aprendices de L1 del grupo románico den valores más altos de llenado de pausas que los otros.

Acceso on line http://www.sierrapambley.org/cursos/bibliotecadigital.htm

Referencia Díaz, L., A. Bel, A. Ruggia, K. Bekiou y E. Rosado (2003): "Morphosyntactic Interfaces in Spanish L2 Acquisition: the Case of Aspectual Differences between Indefinido and Imperfecto”. En J. Liceras et al. (eds.): Proceedings of the 6th Generative Approaches to Second Language Acquisition Conference (GASLA 2002). Somerville, MA: Cascadilla Proceedings Project, p. 76-84

Abstract o Reseña

Acceso on line www.lingref.com/cpp/gasla/6/paper1031.pdf

Referencia Dietrich, R., Klein, W., y Noyau, C. (1995): The acquisition of temporality in a second language. Philadelphia: Benjamins.

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Referencia Farley, A. (2001): "Processing instruction and meaning-based output instruction: A comparative study". Spanish Applied Linguistics, 5, p. 57-94.

Abstract o Reseña This study investigates the effects of meaningful input- and output-based practice on SLA. First-semester Spanish students (n = 45) were assigned to processing instruction, meaningful output-based instruction, or control groups. Experimental groups received the same input in instruction but received meaningful practice that was input or output based. Both experimental groups showed significant gains on immediate and delayed interpretation and production tasks. Repeated-measures analyses of variance showed that overall, for interpretation, both experimental groups outperformed the control group. For production, only the meaningful output-based group outperformed the control group. These results suggest that not only input-based but also output-based instruction can lead to linguistic development.

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Referencia García Parejo, I. y T. Ambandiang (1999): “Organización del componente morfológico y errores de aprendizaje: el caso de la flexión verbal en inglés y español”. Didáctica (Lengua y literatura), 11, p. 55-76.

Abstract o Reseña En contraste con la hipótesis de la uniformidad translingtiistica del componente morfológico en que se basan los modelos (cognitivos) de representación morfológica, el examen de los errores típicos de aprendices de español LI/12 y de hablantes de inglés destaca asimetrías correlativas a la disparidad del estatuto y de las relaciones del paradigma verbal y el lexicón en ambas lenguas, y nos lleva a cuestionar las definiciones translingúísticas de la (ir)regularidad morfológica.

Acceso on line http://revistas.ucm.es/edu/11300531/articulos/DIDA9999110055A.PDF

Referencia Gudmestad, A. (2006): “L2 Variation and the Spanish Subjunctive: Linguistic Features Predicting Mood Selection”. En C. A. Klee and T. L. Face (eds): Selected Proceedings of the 7th Conference on the Acquisition of Spanish and Portuguese as First and Second Languages. Somerville, MA: Cascadilla Proceedings Project, p. 170-184.

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Referencia Güell, L. (2008): “El reconocimiento de la naturaleza composicional del aspecto en la adquisición del español como lengua extranjera”. En I. O. Moreno, M. Casado Velarde y R. González Ruiz: Actas del XXXVII Simposio Internacional de la Sociedad Española de Lingüística (SEL): http://www.unav.es/linguis/simposiosel/actas/

Abstract o Reseña En este trabajo nos proponemos valorar el papel que desempeña el aspecto o, por lo menos, ciertas propiedades gramaticales relacionadas con esta categoría, en la aparición y uso de las formas del paradigma verbal en las Interlenguas (IL) de aprendices adultos de español como lengua extranjera (ELE). Más concretamente pretendemos comprobar si los informantes nativos y los no nativos reconocen –y, en su caso, en qué medida- la incidencia de las propiedades sintagmáticas del argumento interno del verbo en el valor aspectual de la unidad [V + OD], para lo cual nos basaremos en la selección de los pretéritos indefinido e imperfecto en enunciados temporalmente descontextualizados por parte de los dos grupos de informantes citados.

Acceso on line http://www.unav.es/linguis/simposiosel/actas/


Referencia Güell, L. (1998): La adquisición del tiempo verbal en el aprendizaje de español como lengua extranjera. Universidad Autónoma de Barcelona. Tesis doctoral.

Abstract o Reseña En este trabajo se estudia el proceso de adquisición del español como lengua extranjera (ELE) en lo que atañe al aprendizaje de los pretéritos indefinido e imperfecto de indicativo. Algunas de las cuestiones que se plantean son cómo. Evolucionan las Interlenguas (IL), por qué etapas pasan los aprendices en su desarrollo hacia la lengua objeto (LO) y qué mecanismos activan los aprendices en cada una de las etapas del desarrollo. Con el fin de adoptar una óptica razonada desde la que describir la evolución de las IL en lo que se refiere al objeto de estudio, en la primera parte de este trabajo se razona el establecimiento de una caracterización unitaria del pretérito imperfecto que pueda dar cuenta de su interpretación en la máxima cantidad de contextos en los que puede aparecer. Para ello, se revisa la propiedad o impropiedad de los valores temporales y aspectuales habitualmente atribuidos al imperfecto, sobre todo por oposición al indefinido, y se ordena su presencia en la estructura de dichas interpretaciones. Este estudio de las sucesivas IL se ha realizado fundamentalmente a través del sistemático contrate de las producciones no nativas con las de un grupo de nativos que, habiéndose sometido a las mismas pruebas que los aprendices, se considera el grupo de control. Este trabajo persigue un fin práctico y otro teórico. En relación con el práctico, la descripción de cómo evolucionan las IL puede ser una ayuda para la didáctica, en la medida en que pone de manifiesto las áreas de mayor dificultad y permite medir la influencia del orden de presentación y explicación en la clase del funcionamiento de esta parte de la lengua. En cuanto al fin teórico, se obtiene una descripción de cómo evolucionan las IL; en este sentido, desde el planteamientos más actualizados, se matiza la Hipótesis del tiempo defectivo en la que se defiende la precedencia de los valores aspectuales sobre los temporales en el proceso de aprendizaje de las formas de la conjugación. Por otra parte, se analizan las IL de etapas que han sido poco tratadas por la bibliografía anterior, las etapas en las que los aprendices ya cuentan con un amplio repertorio de la lengua objeto que les permite organizar una narración con un denso tejido de relaciones temporales. Así, este trabajo viene a completar algunas de las hipótesis de trabajos anteriores.

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Referencia Guzmán R. y M. Herrador (1993): “Dificultades en el aprendizaje del sistema verbal español para los alumnos rusos-hablantes”. En A. Martinez González, J. A. de Molina Redondo y P. Pedro Barros García (eds.): II Jornadas sobre aspectos enseñanza del español como lengua extranjera. Granada: Universidad de Granada, p. 89-94

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Referencia Hasbún, L. (1995): The role of lexical aspect in the acquisition of the tense/aspect system in L2 Spanish. Indiana University. Tesis doctoral.

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Referencia Isabelli, C. A. (2007): "Development of the Spanish Subjunctive by Advanced Learners:Study Abroad Followed by At-Home Instruction". Foreign Language Annla, 40 (2), p. 330-341.

Abstract o Reseña This study investigates whether or not abstract-level linguistic features, not successfully acquired abroad, will be acquired once the advanced language learner returns from a study abroad program and is exposed to linguistic instruction. The goal of the study was to measure the development of the Spanish subjunctive in adverbial clauses collected via oral interviews among 24 learners who were exposed to advanced subjunctive instruction upon returning from a study abroad program, and to compare them to 19 learners who were exposed to advanced subjunctive instruction without ever having studied abroad. The results show a positive effect on the development of the Spanish subjunctive with linguistic instruction. Howevel; those who had previous study abroad experience benefited even morefrom this instruction in that they produced more complex subjunctive-related structures.

Acceso on line http://www3.interscience.wiley.com/journal/121592104/issue


Referencia Isabelli, C. A. y Ch. Nishida (2005): "Development of the Spanish Subjunctive in a Ninemonth Study-abroad Setting". En D. Eddington (ed.): Selected Proceedings of the 6th Conference on the Acquisition of Spanish and Portuguese as First and Second Language.. Somerville, MA: Cascadilla Proceedings Project, p. 78-91.

Abstract o Reseña During the past three decades, study-abroad research has slowly grown and expanded to all areas of second language (L2) learning. With this growing interest in examining the role played by context of-learning, second language acquisition (SLA) research has shown that study-abroad programs do promise significant gains in language proficiency and cultural understanding and accelerated rates of acquisition when compared to stay-at-home (SH) students (DeKeyser 1991, Freed 1995). However, SLA studies specifically measuring L2 grammatical development have provided conflicting evidence as to the superior benefits of a study-abroad setting on the L2 learner.In the present study, longitudinal data on the development of the Spanish subjunctive use in a study-abroad (SA) setting is presented and compared with similar data gathered in a SH setting. The goal of the study is two-fold: 1) to present an empirical and qualitative analysis of the development of the Spanish subjunctive use among language learners over a nine-month period in a study-abroad setting, and 2) to attempt to answer the question whether the input received in the study-abroad influences the acquisition of the Spanish subjunctive.

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Referencia Lafford, B. y Collentine, J. (2006): "The effects of study abroad and classroom contexts on the acquisition of Spanish as a second language: From research to application". En B. Lafford and R. Salaberry (eds.) Spanish Second Language Acquisition: From Research Findings to Teaching Applications. Washington, DC: Georgetown University Press, p. 103-126.

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Referencia Lafford, B. (1996): “The development of tense/aspect relations in L2 Spanish narratives: evidence to test competing theories”. Paper read at SLRF 96. Tucson Az.

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Referencia Lee, J. F. (1998): "The relationship of verb morphology to second language reading comprehension and input processing". Modern Language Journal, 82, p. 33-48.

Abstract o Reseña The purpose of the present study was to determine the effects of varying the morphological characteristics of input on comprehension and input processing. The input varied as follows. The text used in this study contained nine, targeted subjunctive verbs. These verbs were sub- stituted in other versions of the passage with infinitives and with a nonsense morpheme. Re- sults revealed that passage comprehension, as measured by recall, was significantly lower for the correct, subjunctive forms than for the infinitives and nonsense forms. Input processing, as measured by a word recognition task, was not affected by verb form. No significant corre- lations were found between comprehension and input processing scores.

Acceso on line http://www.jstor.org/stable/328682

Referencia Lee, J. F. (1987): "Comprehending the Spanish subjunctive: An information processing perspective". Modern Language Journal, 71, p. 50-57.

Abstract o Reseña College students (N=180), in first-semester and second-semester Spanish at the University of Illinois at Urbana-Champaign, were each given a short text and one of five assessment tasks to determine if comprehension of the subjunctive is necessarily due to prior instruction in its form and use or can be achieved without instruction. Text and questions are appended.

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Referencia Lee, J. F. (1999): "On levels of processing and levels of comprehension". En J. Gutiérrez-Rexach y F. Martínez-Gil (eds.): Advances in Hispanic Linguistics: Papers from the 2nd Hispanic Linguistics Symposium. Somerville, MA: Cascadilla Press, p. 42-59.

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Referencia Lee, J. F. & Rodríguez, R. (1997): "The effects of lexemic and morphosyntactic modifications on L2 reading comprehension and input processing". En W. R. Glass y A. T. Pérez-Leroux (eds.): Contemporary Perspectives on the Acquisition of Spanish, vol. 2: Production, Processing, and Comprehension. Somerville, MA: Cascadilla Press, p. 135-157.

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Referencia Lee, J. F., Cadierno, T., Glass, W. y VanPatten, B. (1997): "The effects of lexical and grammatical cues on processing past temporal reference in second language input". Applied Language Learning, 8, p. 1-23.

Abstract o Reseña Examines the hypothesis that learners focus their attention on lexical instead of grammatical items when processing input for semantic information. The study measured language processing via reconstruction of propositional content and recognition of verb tense within a passage. Results indicate that lexical cues improved reconstruction of a passage's proposition, but not of tense recognition.

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Referencia Lee, J. F. (2002): "The incidental acquisition of Spanish: Future tense morphology through reading in a second language". Studies in Second Language Acquisition, 24, p. 55-80.

Abstract o Reseña The present study examines the processing of Spanish future tense morphology incidentally while reading in a second language. Previous L1 and L2 reading research has demonstrated that readers can acquire new vocabulary as a result of reading, but can they also acquire formal properties of the second language grammatical system? The participants in the present study had no previous knowledge of future tense morphology such that, as they read the passage used in the study, they encountered the target form for the first time, which is an accented á on the end of an infinitive—for example, dependerá ―he, she, or it will depend.‖ Several variables were manipulated: (a) the frequency with which the target form appeared in the input passages (6, 10, or 16 exposures); (b) the learner-readers' orientation to the task (neutral, meaning oriented, or form oriented); and (c) cues to meaning (the presence or absence of future-oriented adverbials). The effects of these variables were measured on both comprehension and input processing immediately after reading, 2 weeks later, and 1 month later. Comprehension was measured with a free-written recall and a multiple-choice comprehension test. Input processing was measured with a multiple-choice form recognition test and a modified cloze-form production test. The results indicate that all three variables have some effect on comprehension and input processing.

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Referencia Li, P., & Shirai, Y. (2000). The acquisition of lexical and grammatical aspect. Berlin: Mouton de Gruyter.

Abstract o Reseña This book provides a state-of-the-art review of the acquisition of lexical and grammatical aspect, in both first and second language acquisition. More specifically, it presents a comprehensive analysis of how child and adult speakers learn to use aspect, an important subsystem of language that marks the temporal contour of events by means of inherent lexical meanings and/or grammatical morphology (in contrast to tense which marks the temporal location of events with respect to past, present, and future). The studies presented are based on the authors' research on English, Chinese, and Japanese, and they address the issue of the acquisition of aspect from a number of different perspectives, among them crosslinguistic, developmental, and computational. Detailed empirical results are integrated with theoretical analyses and syntheses, along dimensions such as innateness versus input, prototypes versus cryptotypes, rules versus connections. Linguistically, the authors' approach to aspectual phenomena relies on the interaction between lexical aspect (e.g. state, activity, accomplishment, and achievement) and grammatical aspect (e.g. perfective, imperfective, and progressive). Developmentally, their approach to acquisition phenomena relies on connectionist distributional learning that gives rise to categories of protototypes and cryptotypes. Readers from linguistics, psychology, language acquisition, language education, and cognitive science should all find this book a relevant and important text for their research and teaching.

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Referencia Liskin-Gasparro, J. (2000): " The use of tense-aspect morphology in Spanish oral narratives: Exploring the Perceptions of Advanced Learners". Hispania, 83 (4), p. 830-844.

Abstract o Reseña In a study of the use of verbal morphology in oral narratives by advanced learners of Spanish, eight participants recounted two oral narratives, one a segment of a silent film and the other a personal experience. The learners then commented, in an immediate retrospective protocol, on their use of perfective and imperfective morphology. The reported reasons for their selection of aspectual morphology can be grouped into four categories: (1) the nature of the narrative task, (2) lexical aspect, (3) the role of the narrator in constructing discourse, and (4) the impact of instruction. Some of the reasons for tense-aspect morphological selections have implications for research methodology in future studies on the acquisition and use of tense-aspect morphology, while others invite reflection on teaching practices and on the role and utility of teaching and learning grammatical rules.



Referencia Llopis, R. (2009): Gramática Cognitiva e Instrucción de Procesamiento para la enseñanza de la selección modal: un estudio con aprendientes alemanes de español como lengua extranjera. Columbia University. Tesis doctoral.

Abstract o Reseña The present work has two main objectives: (1) to join linguistics theory - within a Second Language Acquisition framework - with second/foreign language teaching (in this case, Spanish); and (2) to provide learners with a quality grammatical instruction for mood selection that may enable them to control their own learning and construct meaning on the basis of their communicative intent. Grammar was worked from a cognitive perspective and the so-called Processing Instruction (PI) - within VanPatten's Model of Input Processing, 1996, 2002, 2004, 2007 - was used for the practical part of the study. The cognitive grammar instruction drew on the pedagogical approach for Spanish as a foreign language developed by Ruiz Campillo (2007, 2008). From this approach, mood selection can be managed with a minimum of operational values that are prototypical in nature, and that in turn may allow learners to produce an unlimited number of utterances. PI, on the other hand, facilitates the form-meaning connections that are necessary so that learners may link mood with context of use through structured practice. This practice was completed with both interpretation and production tasks, which interact and complement each other to provide a better acquisition of the target structure. A total of 81 German students of the RWTH Aachen University participated in the empirical study conducted for this dissertation. They were organized in three experimental groups (interpretation, production, and control) and worked with mood selection in structures with increasing complexity: relative, temporal, and concessive clauses. Their performance was assessed with evaluation tasks before and after the grammar instruction treatments. Results show a positive and progressive development in the number of correct answers given for the three clause types. Learners were not only able to successfully connect mood with its meaning, but they also needed less grammar instruction time as the study progressed.

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Referencia Lopez-Ortega, N. (2000): Tense, aspect, and narrative structure in Spanish as a second language. Hispania, 83 (3), p. 488-502.

Abstract o Reseña The performance of four immersed L2 Spanish speakers is used to test both the Aspect Hypothesis, initially proposed by Andersen (1986; 1991) and the Discourse Hypothesis (Bardovi-Harlig 1994). Personal narratives in four oral interviews support the interaction between the inherent lexical aspect of verbs and grammatical aspect, in accordance with the Aspect Hypothesis. A closer analysis of the narratives within the framework of foreground versus background information shows significant levels of interaction between past grammatical aspectual distinctions and grounding principles, in favor of the Discourse Hypothesis. Thus, these results reveal the two hypotheses as necessary and complementary frameworks of analysis which should be used to obtain a more complete picture of the interpersonal variation in the aspectual system of contact speakers of Spanish as a second language.


Referencia Lubbers-Quesada, M. (1998): “L2 acquisition of the Spanish subjunctive mood and prototype schema development”. Spanish Applied Linguistics, 2, p. 1-23.

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Referencia Mao, E. P. (2009): “La aspectualidad en la Interlengua de estudiantes taiwaneses de ELE. Un estudio empírico sobre la dicotomía pretérito indefinido/pretérito imperfecto”. Revista Nebrija de Lingüística Aplicada, 5 (3), p. 87-103

Abstract o Reseña La dicotomía pretérito indefinido / pretérito imperfecto siempre ha causado mucha dificultad para los aprendientes de español. El presente trabajo tiene como objetivo analizar la interlengua de los estudiantes taiwaneses de E/LE y comprobar la interdependencia de dos factores, el nivel de dominio lingüístico y el aspecto léxico, y la distinción del aspecto léxico. Hemos trabajado con 83 informantes, que pertenecen a dos grupos intactos, uno de 2º y el otro de 5º del Colegio Universitario de Idiomas Wenzao de Taiwán. Se ha realizado una investigación transversal y el corpus está formado por dos tipos de pruebas: un test para completar un cuento con pretérito indefinido/ imperfecto y una composición cuyo tema es ―un día de las vacaciones de invierno‖. De los resultados obtenidos del corpus se halla que la alternancia indefinido-imperfecto forma la mayor dificultad del aprendizaje del verbo español, pero no existe una correlación evidente entre el nivel de dominio lingüístico y la distinción del aspecto verbal. Sin embargo, la correlación entre el aspecto léxico y el aspecto gramatical de los verbos sí se ha comprobado. Por último, se observa que, para los alumnos taiwaneses, la distinción aspectual de estos pretéritos aparece más tarde que la distinción temporal presente-pasado. Al final se proponen unas sugerencias didácticas para esta oposición.

Acceso on line http://www.nebrija.com/revista-linguistica/investigaciones_2.html

Referencia Martínez-Baztán, A. (1994). “Análisis transversal del uso de los tiempos indefinido/imperfecto por estudiantes holandeses de español L2”. In P. J. Slagter (ed.), Aproximaciones a cuestiones de adquisición y aprendizaje del español como lengua extranjera o lengua segunda. Atlanta, GA: Rodopi, p. 31-48.

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Referencia Montrul, S. (2002c). “Incomplete acquisition and attrition of Spanish tense/aspect distinctions in adult bilinguals”. Bilingualism: Language and Cognition, 5, p. 39-68.

Abstract o Reseña This study investigates whether age of onset of bilingualism has an effect on ultimate attainment, and documents incomplete acquisition and attrition of tense/aspect morphology in Spanish. A group of 20 monolingual Spanish speakers, 31 US-born bilinguals, and 8 Latin America-born bilinguals participated in the study. Sixteen of the US-born participants were simultaneous bilinguals who had been exposed to Spanish and English from ages 0 to 3, the remaining 15 learned English between ages 4 to 7 (early child L2 learners), and the Latin-America-born bilinguals learned English between 8 and 12 years of age (late child L2 learners). Results of an oral production, a written completion, and two meaning-interpretation tasks showed that the simultaneous bilingual and the early child L2 groups differed significantly from monolingual Spanish speakers, while only a few individuals in the late child L2 group showed erosion with some aspects. Results suggest that morpho-phonological spell-outs and semantic features of functional categories are affected by incomplete acquisition and language loss, and that many of the patterns of divergence found resemble stages of second language acquisition.

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Referencia Montrul, S. y R. Slabakova (1999): “The L2 Acquisition of Morphosyntactic and Semantic Properties of the Aspectual Tenses Preterite and Imperfect”. En A.T. Perez-Leroux y J. Liceras (eds.): The Acquisition of Spanish Morphosyntax. Dordrech: Kluwe, p. 115-151.

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Referencia Montrul, S. y R. Slabakova. (2003): "Competence similarities between native and near-native speakers: An investigation of the Preterite/Imperfect contrast in Spanish". Studies in Second Language Acquisition, 25 (3), p. 351-398.

Abstract o Reseña It has been suggested that tense and aspect distributions are very difficult to learn in a second language (L2), they are prone to fossilize universally, and their interpretive properties are subject to a critical period (Coppieters, 1987). This study focuses on the acquisition of the semantic implications of the preterite-imperfect contrast in Spanish by English-speaking individuals of very advanced proficiency in Spanish who were not living in a Spanish-speaking country. By assuming that aspect is encoded in a functional category where the features [±perfective] are checked, depending on the language.

Acceso on line http://www.uiowa.edu/~linguist/faculty/slabakova/personal/Kluwer.pdf

Referencia Montrul, S. (2002). “Competence and Performance Differences between Monolinguals and 2nd Generation Bilinguals in the Tense/Aspect Domain”. En J. Lee, K. Geeslin y J. Clements (eds.), Structure, Meaning and Acquisition in Spanish: Papers from the 4th Hispanic Linguistics Symposium. Somerville, MA: Cascadilla Press, p. 93-114.

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Referencia Montrul, S. y Slabakova, R. (2000): "Acquiring Semantic Properties of Preterite and Imperfect Tenses in L2 Spanish". En S. Catherine Howell, Sarah A. Fish, and Thea Keith-Lucas (eds.): Proceedings of the 24th annual Boston University Conference on Language Development XXIV . Somerville, MA: Cascadilla Press, p. 534-545.

Abstract o Reseña The leading question of generative research on non-native language (L2) acquisition has been whether interlanguage grammars are ―constrained ‖ by Universal Grammar (UG). Crain & Thornton (1998) define UG constraints as ―sanctions against certain ways of putting a message, or sanctions against assigning certain meanings to sentences that are themselves well-formed ‖ (C&T, 1998: 20). How do L1 and L2 speakers acquire knowledge of constraints? From the inception of the generative enterprise, the claim has been mainly supported by the Poverty of the Stimulus argument. It takes the following form: (A) All native speakers know some particular aspect of their language, call it property P. (B) Knowledge of property P could not have been learned on the basis of primary linguistic data. (C) Knowledge of property P must be innately specified (i.e., part of Universal Grammar) The following graphic (C&T 1998: 27) illustrates the fact that certain aspects of linguistic knowledge (e.g. binding, wanna contraction, etc.) have to be mastered in the absence of primary linguistic data. Input (primary linguistic data) → LAD →Final state <sentence,

meaning> <sentence, meaning> <sentence, {meaning1, meaning2}> <sentence, {meaning1, *meaning2}>

Acceso on line http://www.uiowa.edu/~linguist/faculty/slabakova/p

Referencia Plann, S. (1979): "Morphological problems in the acquisition of Spanish in an immersion classroom". En R. Andersen (ed.): The Acquisition and Use of Spanish and English as First and Second Languages. Washington, DC: TESOL, p. 120-132.

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Referencia Ramsey, V. (1990): Developmental stages in the acquisition of the perfective and the imperfective aspects by classroom L2 learners of Spanish. University of Oregon. Tesis doctoral.

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Referencia Riemer, B. (1996): "Tiempo y aspecto en la adquisición del español como segundo idioma." En M. Pujol (ed.): Las lenguas en la Europa Comunitaria, II: (I) La adquisicion de segundas lenguas y/o de lenguas extranjeras. Amsterdam: Rodopi, p. 245-59.

Abstract o Reseña En el presente volumen — primero de los cuatro que forman las actas del II Coloquio Internacional Las Lenguas en la Europa Comunitaria, celebrado en Barcelona del 2 al 5 de noviembre de 1994 —, se ofrece de forma independiente el conjunto de estudios presentados dentro de la sección «La adquisición de segundas lenguas y/o de lenguas extranjeras».El objetivo general, como en el coloquio anterior, fue el deseo de examinar la situación y las tendencias actuales de las diferentes lenguas de/en Europa, tanto desde el punto de vista de su adquisición (tema de este volumen) como el de su enseñanza, el de su utilización y el de la traducción.Así, entre otras aportaciones, se presentan aspectos de la interacción de la adquisición de una lengua extranjera, revisiones críticas de determinados principios teóricos, etc.

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Referencia Ruiz-Debbe, L. D. (2005): "Grammatical Development of Past Tense in Learners Spanish as L2: Oral and Written Productions". En J. Cohen, K. T. McAlister, K. Rolstad y J. MacSwan (eds.): Proceedings of the 4th International Symposium on Bilingualism. Somerville, MA: Cascadilla Press, p. 2005-2019.

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Acceso on line www.lingref.com/isb/4/156ISB4.PDF

Referencia Salaberry, R. y Y. Shirai (2002): The L2 acquisition of tense-aspect morphology. Amsterdam/Philadelphia: John Benjamins.

Abstract o Reseña The present volume provides a cross-linguistic perspective on the development of tense-aspect in L2 acquisition. Data-based studies included in this volume deal with the analysis of a wide range of target languages: Chinese, English, Italian, French, Japanese, and Spanish. Theoretical frameworks used to evaluate the nature of the empirical evidence range from generative grammar to functional-typological linguistics. Several studies focus on the development of past tense markers, but other issues such as the acquisition of a future marker are also addressed. An introductory chapter outlines some theoretical and methodological issues that serves as relevant preliminary reading for most of the chapters included in this volume. Additionally, a preliminary chapter offers a substantive review of first language acquisition of tense-aspect morphology. The analysis of the various languages included in this volume significantly advances our understanding of this phenomenon, and will serve as an important basis for future research.

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Referencia Salaberry, R. (2003): Tense Aspect in Verbal Morphology. Hispania, 86 (3), p. 559-573

Abstract o Reseña Several studies have analyzed the development of verbal morphology in second language acquisition with reference to lexical aspectual clauses. For instance, Andersen (1986, 1991) argues that the use of inflectional endings in past-tense Spanish (i.e., Preterit and Imperfect) will be associated with the lexical aspectual value of the verb phrase. Alternatively, learners may initially rely on a default marker of past tense (e.g., Preterit). In the present study I analyzed the development of past tense verbal morphology in L2 acquisition among LI English speakers (105 college students) divided into three levels of proficiency. The analysis was based on two multiple-choice tasks utilizing two different texts of similar lengths. The analysis shows that learners may use a default marker of past tense (preterit or imperfect) during the beginning stages of development of verbal morphology, but the choice of the default option may be dependent on the type of text (personal or fictional).

Acceso on line http://www.jstor.org/action/doBasicSearch?Query=Salaberry&gw=jtx&prq=%22Ayoun%2C+D%22&Search=Search&hp=25&wc=on


Referencia Salaberry, R. & Ayoun, D. (2005): "The development of L2 tense/aspect". En D. Ayoun & R. Salaberry (eds.): Tense and Aspect in Romance Languages: Theoretical and Applied Perspectives. Amsterdam and Philadelphia: John Benjamins, p. 1-33

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Referencia Salaberry, R. (1999): “The development of past tense verbal morphology in classroom L2 Spanish. Applied Linguistics, 20 (2), p. 151-178.

Abstract o Reseña Previous research (e.g. Andersen 1986, 1991; Bardovi-Harlig and Bergström 1996; Robison 1990, 1995) has shown that the development of aspectual distinctions (inflectional morphology) among adult second language learners is associated with lexical aspect. The present study analyzed the development of Past tense verbal morphology in L2 Spanish among 20 college-level L1 English students. Four native speakers acted as a control group. The study was based on the analysis of oral movie narratives collected at two different times two months apart. The results of the study show that the lexical aspectual semantics of the verb phrase have an increasing influence on the selection of verbal endings throughout development of the L2. In contrast, for the lowest-level learners represented in this study the effect of lexical aspect is minimal compared to the effect of tense contrasts.

Acceso on line http://applij.oxfordjournals.org/cgi/reprint/20/2/151

Referencia Salaberry, R. (1998): "The Development of past tense morphology among L2 adult learners across languages." Crosslinguistic Research on the L2 Acquisition of Tense-Aspect: Discourse, Semantics, and Morphosyntax. Symposium at Pacific Second Language Research Forum, March, Aoyama Gakuin University, Tokyo.

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Referencia Sánchez Castro, M. (2008): “Dificultades de los hablantes nativos de alemán en el aprendizaje de los tiempos de pasado”. RedELE, 13.

Abstract o Reseña No diría nada nuevo si afirmara que el sistema verbal español es uno de los aspectos gramaticales que más problemas plantean a los estudiantes -y a los profesores- de español. El objetivo de esta contribución, pues, no será insistir en la complejidad o en la riqueza de la lengua española, en lo que a los tiempos de pasado se refiere, sino que lo que se pretende aquí es describir las dificultades más frecuentes con las que los hablantes nativos de alemán tropiezan durante el proceso de aprendizaje de dichos tiempos, basándonos en el análisis e inter-pretación de un corpus de errores transitorios producidos de forma escrita por alumnos universitarios que ya poseen las nociones básicas en la LE, pero que aún no han interiorizado o sistematizado el uso o la aplicación de los diferentes tiempos de pasado. El objetivo es ver de qué tipo de error se trata con el fin de poder contribuir a su explicación y posterior saneamiento con la ayuda de una posible gramática intercultural.

Acceso on line http://dialnet.unirioja.es/servlet/articulo?codigo=2801058

Referencia Shirai, Y. (1997): "The L2 acquisition of Spanish and the Aspect Hypothesis." Discussion paper presented at the colloquium "The acquisition of aspect in natural and academic L2 Spanish" at the 17th Annual Second Language Research Forum, Michigan State University, Oct. 17.

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Referencia Slabakova, R. y Montrul, S. (2002) "Aspectual tenses in L2 Spanish: A UG perspective". En R. Salaberry y Y. Shirai (eds.): Tense-aspect morphology in L2 acquisition. Amsterdam: John Benjamins, p. 359-391.

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Referencia Slabakova, R. & Montrul, S. (2001): "Is Native-like competence possible in L2 acquisition?". Proceedings of the 25th Annual Boston University Conference on Language Development. Sommerville, MA: Cascadilla Press, p. 522-533.

Abstract o Reseña The question of ultimate attainment in second language acquisition has received considerable attention in the last two decades (see Birdsong 1999). This study investigates whether native speakers and non-native speakers differ in their degree of ultimate attainment, by looking at the acquisition of the aspectual interpretive properties of the Preterite and Imperfect past tenses in Spanish.While an important body of research has investigated the emergence and development of tense/aspect morphology at initial stages of L2 development (see Bardovi-Harlig (1999) for an overview of recent research), very little is known about its ultimate attainment. Because this area of grammatical knowledge is quite complex and subtle, and not easily inducted from input, it represents an ideal testing case of near-native competence. Indeed, anecdotalaccounts from a variety of L2 learners learning Romance languages suggests that the perfective/imperfective grammatical contrast is perhaps one of the most difficult areas of grammar to master. Seliger (1978) even claimed that tense and aspect, together with the distribution of some prepositions and articles tend to fossilize universally. Coppieters (1987), who tested knowledge of the Imparfait/Passé Composé distinction by French near-native speakers (among other structures), also concluded that native-like competence in the tense/aspect domain is not possible, and that this area of the grammar, which he assumed was not part of Universal Grammar, was subject to a critical period. Birdsong (1992) replicated Coppieters’ study with other French near-native speakers by making methodological improvements, and contrary to Coppieters, found that many near-natives performed like native speakers. However, Birdsong did not test the perfective/imperfective aspectual contrast.In this article we question Coppieters’s and many others’ claims on ultimate attainment. Starting from the premise that tense/aspect is part of UniversalGrammar, we follow recent developments in theories of inflection and aspectual phenomena within a generative perspective (Giorgi & Pianesi, 1997), according to which grammatical aspect is instantiated in the unctional category AspectP, situated between VP and TP in the clause structure, where the formal features [± perfective] are checked. This approach allows us to formulate precise research questions and hypotheses in the context of recent developments in linguistic theory and theories of impairment in L2 acquisition, such as the Failed Functional Features Hypothesis (FFFH) of Hawkins & Chan (1997). This hypothesis states that there is a critical period for the selection of parameterized formal features, but principles of UG remain available; formal features not selected during the course of L1 acquisition become inaccessible to enter computations in L2 acquisition in adulthood; and L2 learners may use the morphology of the target language but with the features of their L1.

Acceso on line www.uiowa.edu/~linguist/faculty/slabakova/.../BU01joint.pdf


Referencia Stokes, J. y S. Krashen (1990): “Some Factors in the Acquisition of the Present Subjunctive in Spanish: A Re-Analysis”. Hispania, 73 (3), p. 805-806.

Abstract o Reseña In a study of 27 college-level students of Spanish, Stokes (1988) reported a positive correlation between length of residence in a Spanish speaking country and performance on a communicative test of present subjunctive use (r = .51, p<.01), and a negative but non-significant correlation between amount of formal study and subjunctive proficiency (r = -.12, n. s.). (Average length of residence was about one year, average length of study was about two years; for full details and raw data, see Stokes, 1988.) Stokes administered a similar test of subjunctive use after «a week-long lesson on the use of the subjunctive» (706), and again found a strong positive correlation with length of residence in a Spanish-speaking county and test performance (r = .73, p<001). The correlation between amount of formal study and subjunctive test performance was again negative, and, this time, was at the fringes of statistical significance (r = -.36, p<.10, two tails). Stokes concluded that «amount of formal study is largely irrelevant to the actual acquisition of the subjunctive in oral expression» (707), while informal language use does contribute to the acquisition of the subjunctive. In this study, we subject the same data to multiple regression analysis. Multiple regression is appropriate here since foreign residence and amount of formal study are themselves negatively correlated (r = -.51, p< .01). Multiple regression «removes» the effect of this correlation, and allows us to determine the independent impact of each predictor (foreign residence, amount of formal study).

Acceso on line http://www.cervantesvirtual.com/FichaObra.html?Ref=17373&portal=180

Referencia Stokes, J. D. (1988): “Some factors in the acquisition of the present subjunctive in Spanish”. Hispania, 7, p. 705-710.

Abstract o Reseña In order to attain the "superior" level on the ACTFL oral proficiency scale, an individual is allowed to display only "occasional (unpatterned) errors" in the basic grammatical structures of the language being tested (Omaggio). In Spanish this requires consistent control of the indicative/subjunctive contrast, due to the fact that subjunctive forms are pervasive in the language l. Many second-language learners become quite fluent in Spanish, but fail to gain control over the subjunctive. This study seeks to shed light on some of the factors which may either facilitate or inhibit acquisition of the Spanish indicative/subjunctive contrast, as well as on the difficulty level of various structures which require a mode selection.


Referencia Terrell, T., Baycroft, B. & Perrone, C. (1987): "The subjunctive in Spanish interlanguage: Accuracy and comprehensibility". En B. VanPatten, T. Dvorak, y J. F. Lee (eds.): Foreign Language Learning: A Research Perspective. Rowley, MA: Newbury House, p. 19-32.

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