The l2 acquisition of tense aspect morphology

Free ebooks ==> www.Ebook777.com www.Ebook777.com Free ebooks ==> www.Ebook777.com The L2 Acquisition of Tense–Aspect Morphology www.Ebook777.com Language Acquisition & Language Disorders This series is a forum for research in developmental psycholinguistics Volumes in the series aim to contribute to theories of language acquisition, both child and adult Principal focus is on language development, language attrition, language disorders, and language learnability Series Editors Harald Clahsen Lydia White University of Essex McGill University Editorial Board Melissa F Bowerman Luigi Rizzi Max Planck Institut für Psycholinguistik, Nijmegen University of Siena Katherine Demuth Bonnie D Schwartz Brown University University of Hawaii at Manao Wolfgang U Dressler Antonella Sorace Universität Wien University of Edinburgh Nina Hyams Karin Stromswold University of California at Los Angeles Rutgers University Jürgen M Meisel Jürgen Weissenborn Universität Hamburg Universität Potsdam William O’Grady Frank Wijnen University of Hawaii Utrecht University Mabel Rice University of Kansas Volume 27 The L2 Acquisition of Tense–Aspect Morphology Edited by Rafael Salaberry and Yas Shirai The L2 Acquisition of Tense–Aspect Morphology Edited by Rafael Salaberry Rice University Yasuhiro Shirai Cornell University John Benjamins Publishing Company Amsterdam/Philadelphia Free ebooks ==> www.Ebook777.com TM The paper used in this publication meets the minimum requirements of American National Standard for Information Sciences – Permanence of Paper for Printed Library Materials, ansi z39.48-1984 Library of Congress Cataloging-in-Publication Data The L2 Acquisition of Tense–Aspect Morphology / edited by Rafael Salaberry and Yas Shirai p cm (Language Acquisition & Language Disorders, issn 0925–0123 ; v 27) “This volume grew out of a colloquium on ‘Description and explanation in L2 acquisition of tense-aspect morphology…’ organized by the editors of this volume at the 21st Annual Meeting of AAAl (American Association for Applied Linguistics) held at Stamford, CT, in March 1999” Includes bibliographical references and indexes Second language acquisition Grammar, Comparative and general Tense general Morphology I Salaberry, Rafael II Shirai, Yasuhiro, 1957- III American Association for Applied Linguistics IV Series P118.2 L17 2002 418-dc21 isbn 90 272 2495 (Eur.) / 58811 217 (US) (Hb; alk paper) 2002021517 © 2002 – John Benjamins B.V No part of this book may be reproduced in any form, by print, photoprint, microfilm, or any other means, without written permission from the publisher John Benjamins Publishing Co · P.O Box 36224 · 1020 me Amsterdam · The Netherlands John Benjamins North America · P.O Box 27519 · Philadelphia pa 19118-0519 · usa www.Ebook777.com Table of contents Acknowledgments Contributors Abbreviations used in glosses L2 acquisition of tense-aspect morphology Rafael Salaberry & Yasuhiro Shirai vii ix x The Wrst language acquisition of tense and aspect: A review Richard Weist 21 The dimensions of pastness Roger Andersen 79 Temporal relations in learner varieties: Grammaticalization and discourse construction 107 Colette Noyau Analyzing aspect Kathleen Bardovi-Harlig 129 The development of tense-aspect in English as a second language and the variable inXuence of inherent aspect 155 Alex Housen The aspect hypothesis in naturalistic L2 acquisition: What uninXected and non-target-like verb forms in early interlanguage tell us 199 Andreas Rohde How learners acquire the classical three categories of temporality? Evidence from L2 Italian Anna Giacalone-Ramat 221 Lexical aspect in child second language acquisition of temporal morphology: A bidirectional study 249 Sonia Rocca 10 Information structure in dialogic future plans: A study of Italian native speakers and Swedish preadvanced and advanced learners of Italian Eva Wiberg 285 vi Table of contents 11 Reference to past events in dialogue: The acquisition of tense and aspect by advanced learners of French 323 María Kihlstedt 12 On viewpoint aspect interpretation and its L2 acquisition: A UG perspective Roumyana Slabakova & Silvina Montrul 363 13 Tense and aspect in the selection of Spanish past tense verbal morphology Rafael Salaberry 397 14 The acquisition and use of perfective aspect in Mandarin Patricia DuV & Duanduan Li 417 15 The prototype hypothesis of tense-aspect acquisition in second language 455 Yasuhiro Shirai Index of names Index of subjects 479 483 Acknowledgments No volume of this nature can be successfully brought to light without the trust, the expertise, and the work of many people First of all, we would like to thank all the participants in the colloquium we organized at the Annual Meeting of the American Association for Applied Linguistics in 1999 for having provided the dialogic foundation for this volume Our deepest thanks go to Roger Andersen, Kathleen Bardovi-Harlig, Patricia Duff, Alex Housen, Duan Duan Li, Silvina Montrul, Andreas Rohde, Roumyana Slabakova, and Richard Weist We are also very thankful to the researchers who believed in our project and who so graciously agreed to contribute their time and expertise towards writing additional papers that were instrumental in making this volume a true reflection of the status of the field in the area of the acquisition of tense and aspect We are very thankful to Maria Kihlstedt, Colette Noyau, Anna Giacalone Ramat, Sonia Rocca, and Eva Wiberg We greatly appreciate the cooperation and responsiveness of all authors throughout the long process of preparing the chapters We would also like to thank the anonymous reviewers who contributed with their expertise and useful suggestions to improve the quality and presentation of the chapters in this volume Finally, we would like to thank the people at Benjamins First, we are grateful to the editors of the series, Harald Clahsen and Lydia White for their trust in the value of our proposal and for supporting this project We also owe our most sincere gratitude to Kees Vaes and his editorial team for their help throughout the editorial process Rafael Salaberry, Houston, TX Yasuhiro Shirai, Ithaca, NY Free ebooks ==> www.Ebook777.com Contributors Roger Andersen, University of California, Los Angeles, USA Kathleen Bardovi-Harlig, Indiana University, USA Patricia Duff, University of British Columbia, Canada Anna Giacalone-Ramat, Università di Pavia, Italy Alex Housen, Vrije Universiteit Brussel, Belgium María Kihlstedt, Université Paris-X - Nanterre, France Duanduan Li, Columbia University, USA Colette Noyau, Université Paris-X - Nanterre, France Sonia Rocca, Istituto Comprensivo, Italy Andreas Rohde, Kiel University, Germany Rafael Salaberry, Rice University, USA Yasuhiro Shirai, Cornell University, USA Roumyana Slabakova, University of Iowa, USA Silvina Montrul, University of Illinois, USA Richard Weist, SUNY College of Fredonia, USA Eva Wiberg, Lunds Universitet, Sweden www.Ebook777.com The prototype hypothesis of tense-aspect acquisition in second language 471 A model of tense-aspect acquisition Finally I would like to discuss a possible mechanism behind these observed patterns The picture that emerges from all these studies suggest that various factors contribute to the pattern of use of tense-aspect morphology produced by the learners Among them are lexical frequency, the inherent semantics of the verbs, habituality, and temporal reference (i.e past vs nonpast).9 These factors are highly related to each other, but I will try to delineate the eVect of each To explain the observed phenomena, I posit the following mechanisms: – – – – form-form association form-meaning association L1 transfer universal prototype The Wrst two contributing factors — lexical frequency and inherent aspect — both concern the prototypical association created by learners, in particular between past marker -ta and achievements in this study This association is quite frequent in NS speech, and more so in NNS speech (the Distributional Bias Hypothesis, Andersen 1993; Andersen & Shirai 1994, 1996) Lexical frequency contributes to this association as pure frequency of forms, e.g., otita ‘drop:past’ is much more frequent than otiru ‘drop:nonpast’, and this contributes to the early acquisition of past with achievements This is a form-form association; that is, the form oti- is strongly associated with -ta At the same time, at a more abstract level, -ta is associated with verbs that have the inherent semantic feature of [+telic, +punctual] since this combination is frequent in the input This is a form-meaning association involving the association of the form -ta with the inherent semantic feature of the verb At another level, the learner will associate the -ta form with the situation/meaning it denotes, i.e., -ta is associated with situations that are completed in the past This is also a form-meaning association (or form-function mapping; Bates & MacWhinney, 1987) The factor of habituality also primarily concerns a form-meaning association The learner associates one form with several semantic features, among which is habituality In the interlanguage of Huang’s L2 English learners, the relationship of this semantic feature (i.e habituality) with past and progressive forms was weak, whereas in the present study, L2 Japanese learners have a linguistic representation in which there is a reasonably strong association between the -ta/-te i- form with habituality What about the contribution of temporal reference with respect to the use of -te i- in habitual contexts? The fact that learners restrict the use of past durative -te i-ta to activity verbs shows that the form-meaning relationship between -te i-ta and habituality was not strong enough yet for the learners of Japanese This is why the 472 Yasuhiro Shirai use of -te i- in past habitual situations only are practically restricted to activity verbs, which already have a high association with -te i- The past tense presumably has a weaker association with -te i- both at the form-form association level and at the form-meaning level because -te i- is not used with past reference as frequently as with present reference For example, among 50 randomly sampled tokens of -te i- in a conversational corpus of a housewife (Ide et al 1984), only 26% of -te i- were in past tense (-te i-ta) Note that both the form-form and form-meaning associations discussed so far work on the principle of distributional, data-driven learning However, a purely distributional learning mechanism cannot explain the Japanese data In Japanese native speech, -te i- is not attached to activity verbs as frequently as to achievement verbs, as Table shows Despite this, the learners’ use of -te i- shows a higher association with activity verbs (see Shirai & Kurono 1998 for further discussion) Therefore, some factors other than distributional learning must be at work Two major candidates are (1) L1 transfer, and (2) universal predisposition The eVects of L1 transfer is quite straightforward as far as the present study is concerned, since Chinese has progressive marker zai, which can easily be associated with progressive meaning This helps learners create a form-meaning association between -te i- and the progressive meaning However, Japanese -te i- is also used to denote resultative state combined with achievement, and -te i- also has perfect meaning These meanings are not associated with Chinese progressive zai, and therefore are diYcult for Chinese learners On the other hand, there may be a universal predisposition for humans to give grammatical marking to certain notions For example, Bickerton (1981) and Slobin (1985) suggest that children tend to give grammatical marking to notions such as ‘ongoing/incomplete’ and ‘punctual/completed’, etc In the case of Japanese, since -ta already marks the notion of ‘punctual/completed’, another aspectual marker should be used to mark the notion of ‘ongoing/incomplete’ In other words, these notions are universally grammaticizable, and that may play a role in contributing to the observed phenomena in acquisition At this point, I am more in favor of the transfer explanation, since the data on L1 acquisition of Japanese not show a clear preference for -te i- used for progressive meaning (Shirai 1998a) The real test of the L1 transfer hypothesis should come from the acquisition of Japanese by learners whose L1 does not have progressive marking (e.g., German).10 Note also that these factors (universal and transfer) may both be at work, collaboratively contributing to learners’ preference for the combination of activity and -te i- If input frequency is not the answer, how we account for the high percentage of activity verbs with habitual reference in past form used by L2 Japanese learners This is where the prototype account is useful Learners initially cannot The prototype hypothesis of tense-aspect acquisition in second language 473 handle all the multiple meanings that a given morpheme has, and therefore their representation is limited in the beginning (One-to-One Principle, Andersen 1984) Either because of L1 transfer or a universal factor, L2 learners start out with the progressive meaning of -te i- as the prototype This is clearly shown in Shirai and Kurono (1998), where the data indicate that learners have much diYculty acquiring the resultative meaning of -te i- Once the progressive meaning becomes the prototype, learners go on to use this meaning more often, which further results in the strengthening of not only the form-meaning association but also the form-form association This contributes to the frequent use of habitual -te i- with activity As noted above, for past habitual, non-activity verbs tend not to be accessed by learners The mechanism that explains this phenomenon is the production model called the ‘spreading-activation model’ a type of connectionist model (Stemberger 1985; Dell 1986; MacKay 1987; Gasser 1988) In this model, in order for a particular form to be produced, it has to receive enough activation, often from various sources In the case of -te i-, it is not strongly associated with past tense Therefore, in past tense contexts, there is not enough activation unless the verb is activity With non-activity verbs, the activation level often does not reach the threshold level that results in the production of -te i- This kind of model is quite diVerent from the models that have been discussed in previous SLA research (but see Shirai 1992) SLA research has emphasized the systematic nature of interlanguage (see Ellis 1994, Ch and 3) However, as the work by variationist models (Tarone 1988) show, the learner’s behavior is highly probabilistic (Harrington 1997), which results from the mechanism described above Now what does this all have to with the prototype hypothesis? The bottom line is that prototypes of particular linguistic forms have very strong connection with the forms (in this case past and imperfective markers), and can easily receive enough activation and be produced The past tense form, for example, has a very strong connection with achievement verbs, completion, punctuality, and so forth If these features are involved, the past tense form easily gets enough activation and are more frequently produced in learners’ speech Non-prototypical members not have as strong connections, and therefore are less likely to be produced and/or tend to be acquired later than prototypical members Another interesting Wnding is that the L2 learners of Japanese in this study appear to have a stronger association of activity with imperfective marking, and of achievement with past marking than the L2 learners of English One possible account proposed above is the higher reliance by learners of Japanese on lexical learning than semantic learning It appears that the typological facts of the target language can inXuence the relative importance of diVerent learning strategies In this case, L2 learners of Japanese rely more on form-form association than L2 learners of English This hypothesis should be explored in future research 474 Yasuhiro Shirai In this paper, I have attempted to identify diVerent factors involved in tenseaspect acquisition and use in second language by analyzing the feature of habituality to investigate the contribution of such factors, and argued that various factors — both language speciWc and universal — are at work This research is still limited in its generalizability due to lack of control in learner proWciency in the comparison of two groups of Chinese learners, and to the small size of habitual verb tokens in the Japanese study Needless to say, further studies are needed to specify the relative contribution of various factors to precisely characterize the mechanism of L2 acquisition and use of tense-aspect morphology Notes * An earlier, shorter version of this paper was presented at the 3rd PaciWc Second Language Research Forum held at Aoyama Gakuin Univeristy in Tokyo in March 1998, and appeared in the conference proceedings I thank Kevin Gregg and the reviewers for this volume for their helpful comments on an earlier version of this paper Usual disclaimers apply See Salaberry (1999) and Wiberg (1996) for data that not Wt this pattern There are other cases of non-prototypical use of progressive, such as stative progressive (I’m liking it more and more!) or futurate (We’re eating out tonight), but these are beyond the scope of the present paper (See Shirai 1994 for extensive treatement of the former in L1 acquisition I know of no study that investigated the acquisition of the latter.) Huang (1993) only analyzed irregular past forms because of the general diYculty of accurately transcribing regular past endings This certainly is a limitation of her study and the comparison with the Japanese data in this paper, and therefore needs further replication The abbreviations used in this chapter are: acc = accusative case marker; asp = aspect marker; gen = genitive marker; nom = nominative case marker; npast = nonpast tense marker; pol = polite form; top = topic marker -de i- is a phonologically conditioned allomorph of -te i- Shirai (1995) also reported an analysis of native Japanese speech, which consists of transcribed daily conversation of a housewife recorded during one week The analysis reveals that the distribution of inherent aspect in relation to the use of -ta and -te i- were very similar to the interviewer’s speech Although no analysis was done regarding the habitual reference, we may assume some level of generalizability for the current Wndings concering native Japanese speech Bailey (1989) shows that past progressive is more diYcult than simple past in English L1 and L2 acquisition studies from various languages likewise show that imperfective past is acquired later than perfective past (see Andersen & Shirai 1996 for a review) It appears that imperfective past is developmentally late in general presumably because the prototypical past is unitary, punctual events (see Andersen & Shirai 1994 for further discussion) The prototype hypothesis of tense-aspect acquisition in second language 475 The exception involves generic, gnomic situations, where use of -te i- is not possible for habitual reference (see Shirai 1998b) (i) Taiyoo-wa higasi-kara nobo-ru/?nobot-te i-ru Sun-top east-from rise-npst/rise-asp-npst ‘The sun rises/?is rising in the east.’ Although this is beyond the scope of this paper, the discourse notion of foreground and background is a type of form-meaning association, and this will surely contribute to the use of tense-aspect marking, as shown by Bardovi-Harlig (1995) 10 A recent stuyd by Sugaya (2001) addressed this issue by comparing the acquisition of -te i- by two Russain learners ([–progressive] L1) and two Indian learners ([+progressive] L1s, Teugu and Marathi) However, the results were not conclusive because two Russain learners showed slightly diVerent patterns But it is noteworthy that one Russain learner did not show any preference for progressive meaning (see Shirai, in press for further discussion) References Andersen, R W 1984 “The One to One Principle of interlanguage construction” Language Learning 34:77–95 Andersen, R W 1986 “The need for native language comparison data in interpreting second language data” Unpublished manuscript Forum lecture, 1986 TESOL Summer Institute, University of Hawaii Andersen, R W 1989 “La adquisición de la morfología verbal” Lingüística 1:89–141 Andersen, R W 1990a Unpublished lecture in the seminar on the acquisition of tense and aspect Applied Linguistics, University of California, Los Angeles Andersen, R W 1990b “Verbal virtuosity and speakers’ purposes” In Variability in Second Language Acquisition: Proceedings of the tenth meeting of the second language research forum, Vol 2, H Burmeister and P L Rounds (eds), pp 1–24 Eugene, OR: University of Oregon, Department of Linguistics Andersen, R W 1991 “Developmental Sequences: The emergence of aspect marking in second language acquisition” In Crosscurrents in Second Language Acquisition and Linguistic Theories, T Huebner and C Ferguson (eds), pp 305–324 Amsterdam: John Benjamins [Language Acquisition and Language Disorders 2] Andersen, R W 1993 “Four operating principles and input distribution as explanations for underdeveloped and mature morphological systems” In Progression and Regression in Language, K Hyltenstam and Å Viborg (eds.), pp 309–339 Cambridge: CUP Andersen, R W 1994 “The insider’s advantage” In Italiano lingua seconda/lingua straniera: Acts of the 26th Congress of the Italian Linguistic Society, A Giacalone Ramat and M Vedovello (eds), pp.1–24 Rome: Bulzoni Andersen, R W., and Shirai, Y 1994 “Discourse motivations for some cognitive acquisition principles” Studies in Second Language Acquisition 16:133–156 476 Yasuhiro Shirai Andersen, R W and Shirai, Y 1996 “Primacy of aspect in Wrst and second language acquisition: The pidgin/creole connection” In Handbook of Second Language Acquisition, W C Ritchie and T K Bhatia (eds), pp 527–570 San Diego: Academic Press Bailey, N 1989 “Discourse conditioned tense variation: Teacher implications” In The Dynamic Interlanguage: Empirical studies in second language variation, M R Eisenstein (ed.), pp 279–296 New York: Plenum Bardovi-Harlig, K 1992 “The relationship of form and meaning A cross-sectional study of tense and aspect in the interlanguage of learners of English as a second language” Applied Psycholinguistics 13: 253–278 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: 263–291 Bardovi-Harlig, K and Reynolds, D W 1995 “The role of lexical aspect in the acquisition of tense and aspect” TESOL Quarterly 29:107–131 Bates, E and MacWhinney, B 1987 “Competition, variation, and language learning” In Mechanisms of Language Acquisition, B MacWhinney (ed.), pp 157–193 Hillsdale, NJ: Lawrence Erlbaum Bickerton, D 1981 Roots of Language Ann Arbor MI: Karoma Publishers Bowerman, M 1978 “The acquisition of word meaning: An investigation into some current conXicts” In Development of communication, N Waterson and C Snow (eds.), pp 263–287 New York: John Wiley and Sons Bybee, J.L., Perkins, R., and Pagliuca, W 1994 The Evolution of Grammar: Tense, aspect, and modality in the languages of the world Chicago, IL: University of Chicago Press Clancy, P 1985 “The acquisition of Japanese” In The Crosslinguistic Study of Language Acquisition Vol 1: The data, D I Slobin (ed.), pp 373–524 Hillsdale, NJ: Erlbaum Dell, G 1986 “A spreading-activation theory of retrieval in sentence production” Psychological Review 93: 283–321 Ellis, R 1994 The Study of Second Language Acquisition Oxford: OUP Gass, S and Ard, J 1984 “Second language acquisition and the ontology of language universals” In Language Universals and Second Language Acquisition, W E Rutherford (ed.), pp 33–67 Amsterdam: John Benjamins[Typological Studies in Language 5] Gasser, M E 1988 A Connectionist Model of Sentence Generation in a First and Second Language Los Angeles: Computer Science Department, UCLA [Technical Report UCLA AI-88–13] Harrington, M 1997 “Data-driven models in SLA theory” Paper presented at the 17th Annual Second Language Research Forum, Michigan State University, East Lansing MI Horie, K 1997 “Form-meaning interaction in diachrony: A case study from Japanese” English Linguistics 14: 428–449 Huang, C 1993 Distributional Biases of Verb Morphology in Native and Non-native English Discourse MA thesis, University of California, Los Angeles Huang, C 1999 “Tense-aspect marking by L2 learners of English and native English speakers: Inherent lexical aspect and unitary vs repeated situation types” Issues in Applied Linguistics 10: 113–130 The prototype hypothesis of tense-aspect acquisition in second language 477 Ide, S., Ikuta, S., Kawasaki, A., Hori, M., and Haga, H 1984 Syuhu no issyuukan no danwa siryoo (One week’s discourse data of a housewife) Tokyo: Japan Women’s University Kellerman, E 1978 “Givig learners a break: Native language intuitions as a source of predictions about transferability” Working Papers on Bilingualism 15: 59–92 Klein, W., Dietrich, R., and Noyau, C 1995 “Conclusions” In The Acquisition of Temporality in a Second Language, R Dietrich, W Klein and C Noyau (eds), pp 261–280 Amsterdam: John Benjamins [Studies in Bilingualism 7] Koyama, S 1998 “Nihongo gakusyuusya ni yoru tensu asupekuto no syuutoku” (The acquisition of tense-aspect by learners of Japanese) Paper presented at the 9th National Meeting of the Japanese Association of Second Language Acquisition, Nagoya University MacKay, D G 1987 The Organization of Perception and Action: A theory for language and other skills New York: Springer-Verlag MacWhinney, B 1995 The CHILDES Project: Tools for analyzing talk (2nd Ed.) Hillsdale NJ: Lawrence Erlbaum Oshima-Takane, Y and MacWhinney B (eds.) 1995 Nihongo no tame no CHILDES manyuaru (CHILDES manual for Japanese) Toronto: McGill University Robison, R E 1995 “The Aspect Hypothesis revisited: A cross-sectional study of tense and aspect marking in interlanguage” Applied Linguistics 16:344–370 Rosch, E H 1973 “On the internal structure of perceptual and semantic categories” In Cognitive Development and the Acquisition of Language,T E Moore (ed.), pp 111–144 New York: Academic Press Salaberry, R M 1999 “The development of past tense verbal morphology in classroom L2 Spanish” Applied Linguistics 20: 151–178 Shirai, Y 1991 Primacy of Aspect in Language Acquisition: SimpliWed input and prototype PhD Dissertation, University of California, Los Angeles Shirai, Y 1992 “Conditions on transfer: A connectionist approach” Issues in Applied Linguistics 3: 91–120 Shirai, Y 1993 “Inherent aspect and the acquisition of tense/aspect morphology in Japanese” In Argument Structure: Its syntax and acquisition , H Nakajima and Y Otsu (eds), pp 185–211 Tokyo: Kaitakusha Shirai, Y 1994 “On the overgeneralization of progressive marking on stative verbs: Bioprogram or input?” First Language 14:67–82 Shirai, Y 1995 “Tense-aspect marking by L2 learners of Japanese” In Proceedings of the 19th Annual Boston University Conference on Language Development, Vol 2, D MacLaughlin and S McEwen (eds), pp 575–586 Somerville MA: Cascadilla Press Shirai, Y 1998a “The emergence of tense-aspect morphology in Japanese: Universal predisposition?” First Language 18: 281–309 Shirai, Y 1998b “Where the progressive and the resultative meet: Imperfective aspect in Japanese, Korean, Chinese and English” Studies in Language 22: 661–692 Shirai, Y In press “The Aspect Hypothesis in SLA and the Acquisition of Japanese Acquisition of Japanese as a Second Language Shirai, Y., and Andersen, R W 1995 “The acquisition of tense/aspect morphology: A prototype account” Language 71: 743–62 478 Yasuhiro Shirai Shirai, Y., and Kurono, A 1998 “The acquisition of tense/aspect marking in Japanese as a second language” Language Learning 48: 245–280 Slobin, D I 1981 “The origins of grammatical encoding of events” In The Child’s Construction of Language, W Deutsch (ed.), pp 185–199 London: Academic Press Slobin, D I 1985 “Crosslinguistic evidence for the Language-Making Capacity” In The Crosslinguistic Study of Language Acquisition Vol 2: Theoretical issues, D I Slobin (ed.), pp.1157–1249 Hillsdale NJ: Lawrence Erlbaum Stemberger, J P 1985 “An interactive activation model of language production” In Progress in the Psychology of Language: Vol 1, A W Ellis (ed.), Hillsdale NJ: Lawrence Erlbaum Sugaya, N 2001 Nihongo gakusyuusya no asupekuto syuutoku ni kansuru zyuudan kenkyuu: teiru o tyuusin ni (A longitudinal study on the acquisition of aspect by learners of Japanese: With spcial reference to -teiru) MA thesis, Ochanomizu University, Tokyo Tanaka, S., and Abe, H 1985 “Conditions on interlingual semantic transfer” In On TESOL 84: A brave new world for TESOL, P Larson, E L Judd and D S Messerschmitt (eds.), pp 101–120 Washington DC: TESOL Tarone, E 1988 Variation in Interlanguage London: Edward Arnold Taylor, J R 1989 Linguistic Categorization: Prototypes in linguistic theory Oxford: OUP Vendler, Z.1957 “Verbs and times” The Philosophical Review 66:143–160 Wiberg, E 1996 “Reference to past events in bilingual Italian-Swedish children of school-age” Linguistics 34:1087–1114 Index of names A Abe 54, 457, 478 Aksu-Koỗ 21, 4144, 54, 67, 68, 73 Andersen 2–4, 6–8, 14, 16–19, 21, 35, 42, 44, 45, 59, 62, 71–73, 76, 79–85, 87–92, 96, 98, 101, 102–104, 115, 117, 121, 124, 129, 130, 149, 152, 154, 155, 165–167, 169–172, 174, 175, 179, 187, 192, 194, 197, 199–202, 207, 212–214, 217–219, 221, 223, 224, 225, 227, 233, 238, 242, 244, 246, 258–260, 263, 264, 280, 282, 284, 286, 303, 316, 317, 327, 332, 333, 341, 355, 358, 361, 363, 370, 371, 389, 391, 397–399, 401, 402, 407, 409, 410, 413, 417, 419, 423, 445, 446, 450, 455– 458, 466, 471, 473–477 Ard 457, 476 B Bailey 474, 476 Bardovi-Harlig 1, 4, 8, 9, 15, 16, 18, 71, 73, 80, 98, 103, 129, 136, 139–141, 152, 153, 157, 163, 165, 167, 170–173, 175, 176, 179, 192, 194, 202, 208, 210, 213, 217, 218, 221, 227, 233, 237, 243, 244, 264, 271, 282, 317, 323, 350, 358, 363, 364, 370, 371, 389, 390, 397, 399, 407, 409, 410, 417, 423, 445, 446, 450, 455, 458, 468, 475, 476 Bates 9, 18, 118, 124, 471, 476 Bickerton 14, 18, 43, 44, 73, 82, 103, 162, 170, 191, 195, 410, 472, 476 Bloom 35–39, 60, 72, 73, 77, 80, 81, 103, 162, 192, 210, 218, 258, 259, 282, 410 Bowerman 25, 50, 65–67, 73, 75, 419, 422, 423, 426, 449, 451, 457, 476 Bybee 24, 74, 89, 90, 104, 160, 164, 188, 191, 193, 195, 222, 225–227, 245, 252, 282, 326, 327, 328, 359, 397, 410, 422, 450, 460, 476 C Clancy 21, 74, 469, 476 Comrie 2, 3, 18, 23, 38, 72, 74, 79, 80, 83, 104, 179, 189, 195, 217, 218, 222, 223, 226, 227, 232, 238, 245, 250, 253, 281, 283, 326, 328–330, 333, 357, 359, 365, 388, 390, 411, 418, 425, 451 D Dahl 23, 62, 71, 74, 83, 84, 89, 90, 93, 104, 125, 189, 191, 195, 222, 224, 226, 232, 245, 246, 247, 250, 252–254, 281–283, 303, 318, 326, 359, 397, 410 Dell 124, 244, 245, 282, 283, 293, 317, 318, 473, 476 Dietrich 8, 16, 18, 71, 74, 108, 113, 114, 125, 127, 140, 153, 157, 163, 195, 221, 224, 227, 228, 238, 243, 245, 287, 318, 323–325, 327, 345, 353, 357, 359, 370, 390, 397, 399, 411, 477 Dowty 2, 6, 18, 23, 36, 74, 174, 195, 250, 251, 271, 283, 365, 398, 403, 411 Duff 13, 417, 418, 427, 445, 447, 450, 451 E Ellis 188, 195, 402, 411, 412, 473, 476, 478 G Gass 20, 194, 195, 283, 410, 412, 450, 457, 476 Gasser 14, 18, 473, 476 480 Index of names Giacalone-Ramat 4, 157, 160, 163, 195, 221, 324, 326, 333, 344, 348, 349, 359, 409 H Haga 477 Harrington 473, 476 Hori 477 Horie 460, 476 Housen 4, 7, 10, 134, 153, 155, 157, 174, 175, 186, 187, 190, 192, 194–196, 218, 219, 221, 223, 237, 238, 243, 246, 265– 267, 280, 283, 359, 397 Huang 81, 104, 459, 462, 463, 465–467, 469–471, 474, 476 Hyams 8, 27, 31, 33, 40, 41, 58, 59, 74, 76 I Ide 472, 477 Ikuta 477 K Kawasaki 477 Kellerman 280, 283, 457, 477 Kihlstedt 7, 12, 121, 122, 124, 125, 223, 225–227, 241, 246, 286, 315, 316, 318, 323, 329, 331, 333, 346, 348, 350, 355, 358, 360 Klein 2, 16, 18, 19, 23, 71, 74, 75, 107, 108, 110, 113, 114, 117, 120, 123–127, 153, 195, 221, 222, 224, 227, 228, 238, 243, 245, 246, 292, 294, 304, 305, 316, 318, 319, 324, 326, 346, 350, 359, 360, 370, 372, 390, 391, 397–399, 403, 411, 412, 459, 477 Koyama 468, 477 Kurono 4, 15, 19, 134, 140, 154, 165, 170, 173, 174, 197, 199–202, 208, 211, 213, 219, 223, 247, 371, 391, 409, 413, 417, 451, 462, 463, 468, 472, 473, 478 L Li 1, 4, 13, 15, 19, 21, 50, 51, 75, 80, 104, 269, 296, 312, 417–420, 422–427, 429, 431, 436, 437, 446–451 M MacKay 473, 477 MacWhinney 9, 18, 35, 75, 76, 118, 124, 155, 157, 175, 196, 462, 471, 476, 477 Mandler 65, 75 Meisel 8, 26, 27, 29, 31–34, 41, 59, 71, 74, 75, 77, 129, 152, 153, 282, 397, 399, 409, 412 Montrul 5, 12, 13, 363, 388, 391 N Noyau 6, 8, 9, 16, 18, 74, 107, 108, 113, 114, 116, 118, 123, 125, 126, 153, 195, 221, 224, 227, 228, 238, 243, 245, 286, 318, 319, 323–327, 359, 360, 370, 390, 397, 411, 477 O Oshima-Takane 462, 477 P Pagliuca 89, 222, 226, 227, 245, 359, 460, 476 Perkins 89, 222, 226, 227, 245, 359, 460, 476 R Reynolds 143, 153, 157, 171, 172, 192, 194, 202, 208, 210, 217, 218, 371, 390, 410, 455, 458, 476 Robison 104, 131, 136, 139, 140, 152, 153, 160, 165, 167, 169, 171, 172, 180, 192, 193, 196, 200, 202, 203, 207, 208, 210, 212, 213, 217, 219, 223, 246, 264, 283, 332, 360, 370, 391, 397–399, 407–409, 412, 417, 449, 451, 469, 477 Rocca 4, 7, 10, 11, 249 Rohde 4, 6, 7, 10, 14, 19, 134, 135, 140, 152, 153, 171–173, 176, 180, 183, 192, 193, 196, 199, 200–203, 208, 210, 212, 213, 215–217, 219, 265–267, 283, 399, 412 Rosch 256, 260, 284, 457, 477 Index of names 481 S Salaberry 1, 4, 6, 9, 13, 16, 19, 131–135, 140, 141, 143, 147, 153, 286, 303, 318, 319, 323, 344, 360, 370, 376, 377, 382, 391, 397, 399, 400, 407, 409, 412, 474, 477 Shirai 1, 4, 6–8, 13–15, 18, 19, 21, 35, 36, 42, 44, 45, 59–62, 72, 76, 79, 80, 88–91, 94, 103, 104, 115, 117, 124, 130, 134, 140, 149, 152–155, 165–167, 170–175, 179, 187, 192, 194, 197, 199–202, 207, 208, 210–214, 217–219, 223, 224, 238, 242, 244, 246, 247, 257, 258–260, 264, 282, 284, 286, 303, 317, 318, 332, 333, 358, 361, 363, 370, 371, 389, 391, 397, 398, 401, 403, 409, 410, 413, 417, 419, 423, 450, 451, 455–458, 462, 463, 466, 468–478 Slabakova 5, 12–14, 19, 363, 377, 388, 391 Slobin 14, 19, 39, 65, 73, 74, 76, 77, 92, 104, 120, 126, 170, 189, 195, 197, 242, 247, 257, 260, 282, 413, 445, 451, 452, 457, 472, 476, 478 Smith 2, 3, 19, 23, 35, 36, 65, 72, 73, 75, 77, 80, 99, 103, 104, 163, 174, 197, 222, 243, 247, 250, 282, 284, 288, 319, 331, 333, 346, 361, 365, 374, 388, 391, 398, 403, 413, 418, 422, 423, 425, 444, 449, 452 Stemberger 473, 478 Sugaya 15, 19, 475, 478 T Tanaka 457, 478 Tarone 194, 195, 410, 413, 473, 478 Taylor 62, 77, 224, 247, 258, 260, 284, 401, 407, 413, 457, 478 Tenny 2, 6, 19, 197, 398, 413 V Van Valin 36, 66, 77, 191, 195, 284 Vendler 2, 3, 6, 19, 23, 35–39, 44, 50, 77, 130, 154, 165, 178, 197, 217, 219, 222, 247, 259, 264, 271, 284, 316, 319, 332, 333, 361, 365, 413, 452, 455, 478 Verkuyl 2, 6, 19, 20, 398, 413 W Weist 3, 4, 6, 8, 20, 21, 31, 35, 36, 42–46, 49, 51–54, 56, 60, 61, 65, 67, 68, 71–73, 77–79, 81, 94, 103, 105, 162–164, 173, 197, 259, 263, 282, 284, 397, 400, 407, 410 Wiberg 11, 12, 134, 154, 223, 247, 267–270, 281, 284–287, 293, 294, 301, 302, 309, 313, 315, 316, 319, 320, 333, 344, 349, 352, 361, 400, 406, 408, 413, 474, 478 Index of subjects A Accomplishment 17, 36, 37, 43, 45, 51, 60– 62, 66, 67, 72, 79, 83, 88, 89, 94, 166, 175, 176, 261, 264, 365, 367, 418, 423, 431, 432, 443, 448, 449, 455–457, 460, 462, 467, 468 Achievement 2, 10, 13, 15, 36, 43–45, 57, 60–62, 72, 79, 80, 82, 83, 88, 89, 94, 166, 170, 173, 175, 178, 200, 211–213, 240, 264, 365, 367, 381, 387, 398, 423, 426, 431, 432, 438, 443, 448, 449, 455–457, 459–469, 472, 473 Action-in-progress 15, 457–460 Activity 7, 14, 15, 17, 24, 25, 34, 36, 37, 39, 42, 43, 45, 51–53, 60–62, 66, 67, 72, 79, 80, 83, 88, 89, 94, 96, 98, 117, 139, 149, 170, 176, 187, 200, 201, 205, 208, 211, 214, 222, 228, 230, 234, 238, 257, 264, 332, 342, 343, 365, 367, 388, 406, 413, 423, 432, 444, 449, 455–460, 462, 464– 473 Adverbial 2, 50, 71, 99, 108, 110–112, 223, 298, 301, 330, 343, 346, 370 Agreement 25, 27–29, 31–33, 41, 42, 58, 60, 67, 74–76, 85, 91, 156, 158, 166, 167, 175, 187, 188, 261, 268, 364, 371, 372, 401, 429, 449 Aktionsart 17, 23, 24, 28, 34, 36, 42, 45, 50–53, 56, 60, 67–70, 75, 77, 121, 123, 201, 202, 217, 286, 328, 332, 333, 340, 341, 344, 361, 426, 451 Aspect Hypothesis 1, 3, 4, 7–11, 13, 14, 16, 18, 19, 57, 59, 60, 72, 79, 81–88, 91, 92, 94, 96, 98, 99, 102, 129–131, 136, 147, 149, 151–153, 165, 167, 196, 199, 200, 202–204, 207, 208, 210–216, 218, 219, 242, 246, 259, 260, 263–265, 267, 270, 279–281, 283, 332, 333, 345, 360, 370, 391, 397–402, 407–409, 412, 451, 456, 459, 463–465, 477 Atelic 2, 3, 7, 11, 15, 23, 28, 36–38, 44, 45, 49, 50, 52, 53, 56, 58, 61, 68, 72, 74, 165, 166, 175, 190, 200, 202, 208, 216, 217, 256, 259, 261, 268, 294, 300, 301, 365, 367, 376, 386, 403–405, 409, 456 B Background 8, 9, 11, 16, 22, 26, 68, 97, 98, 116–119, 122, 157, 228, 231, 236, 237, 264, 270, 271, 279, 281, 292, 302, 305, 316, 318, 325, 328, 348, 365, 371, 428, 437, 475 Bounded 3, 13, 52, 74, 81, 82, 94, 98, 332, 333, 365, 368, 369, 372–375, 377, 418, 419, 421, 422, 424, 425, 436, 437, 442, 444, 445, 450 C Chinese 1, 13, 50, 75, 79–82, 88, 104, 192, 195, 211, 222, 223, 267, 410, 418, 422– 426, 428, 448, 450–453, 455, 462, 463, 472, 474, 477 Congruence Principle 91, 102, 170, 186, 401 Connectionist 18, 62, 473, 476, 477 D Defective Tense Hypothesis 20, 72, 78, 88, 105, 219, 242, 259, 263, 264, 284, 456 Distributional Bias Hypothesis 4, 92, 165, 170, 180, 213, 214, 220, 332, 371, 471 Durative 2, 14, 23, 28, 35, 39, 43–45, 50, 484 Index of subjects 80, 89, 115, 117, 119, 122, 140, 152, 165, 166, 170, 175, 178–180, 190, 192, 193, 200, 204, 205, 214, 222–224, 250, 251, 255, 256, 259, 262, 265, 267, 279, 294, 331, 333, 348, 399, 418, 419, 423, 426, 455, 456, 460, 461, 462–468, 470, 471 Dutch 10, 27, 29, 31, 32, 34, 41, 51, 52, 77, 85, 110, 113, 127, 134, 153, 155–157, 160, 175, 179, 189, 190, 193, 223, 243, 265, 266, 326, 327, 348, 456 Dynamic 2, 3, 7, 12, 23, 31, 34, 36, 43, 45, 49, 60, 61, 107, 111, 121, 122, 141, 165, 166, 170, 177, 179, 180, 190, 193, 231, 250, 256, 257, 265, 342–345, 347, 357, 365, 373, 399, 400, 423, 455, 456, 458, 460, 476 E English 1, 2, 5–7, 10–13, 15, 21, 22, 27, 31, 40–46, 48, 49, 51–56, 59–64, 71, 74, 76, 77, 79, 80, 82–84, 87–94, 96, 97, 99–102, 104, 131, 134, 136, 139, 152, 153, 155– 157, 159, 160, 163, 165, 166, 170–174, 176, 180, 183, 186, 187, 189–197, 199– 201, 203, 204, 206, 207, 209–214, 216, 217, 219, 222–224, 226, 227, 229, 234– 236, 238–244, 246, 249, 250, 252–254, 256, 260, 264–266, 270, 271, 273, 277, 279–281, 283, 289, 307, 320, 327, 344, 346, 348, 350, 355–359, 363–370, 373– 376, 380–382, 385–391, 397–400, 402, 407, 410, 412, 417–419, 427, 428, 431, 437, 440, 442, 445–447, 450, 451, 453, 456, 458–463, 465–471, 473, 474, 476, 477 F Finnish 22, 46, 48, 52, 53, 114, 199 Foreground 8, 9, 11, 16, 68, 85, 97, 98, 113, 114, 117–119, 236, 237, 264, 292, 305, 318, 371, 475 French 1, 6, 7, 9, 10, 12, 16, 19, 27, 32, 33, 75, 77, 90, 109, 111, 113, 115–119, 121– 124, 126, 127, 152, 153, 155, 156, 159, 189, 190, 192, 193, 223–227, 241, 243, 265, 266, 271, 283, 289, 316, 318, 319, 323, 325–337, 340, 342–346, 348, 350– 352, 356–361, 363, 389, 390, 398, 399, 407, 410–413, 417, 456 G Generative 1, 5, 8, 18, 66, 75, 195, 283, 364 German 7, 10, 11, 21, 25, 27–34, 39, 41, 43, 58, 60, 63, 73–77, 109, 113, 163, 171– 173, 190, 199, 200, 203, 204, 206, 207, 210–216, 222–224, 226, 229, 231, 234, 236, 238, 239, 240–243, 265, 266, 283, 319, 326, 327, 472 Grammatical Aspect 2, 3, 5, 17, 19, 23, 62, 69, 70, 75, 79–81, 93, 99, 101, 104, 130, 153, 163, 166, 172, 173, 189, 191, 193, 194, 211, 217, 222, 224, 227, 231, 232, 234, 241, 263, 332, 365, 374, 398, 402, 418, 422, 449, 451 Grounding 8, 11, 16, 97, 98, 102, 157, 166, 168, 191, 282, 318, 398 H Habitual 6, 42, 43, 62, 83, 89, 94–96, 98, 100, 122, 156, 192, 207, 210, 228, 230, 234, 239, 253, 254, 256, 281, 325, 328– 331, 336, 343, 346–348, 352, 366, 367, 369, 403, 424, 425, 458–462, 464–475 I Imparfait 6, 7, 9, 12, 116, 117, 121–123, 125, 265, 325–334, 336, 337, 339–349, 354, 355, 357, 358, 360, 361, 398 Imperfect 2, 5, 7, 11–13, 16, 58, 60, 82–85, 87, 91, 94–98, 100, 101, 116, 131–133, 147–149, 151, 221, 223, 227–239, 241– 243, 245, 264, 302, 327–331, 336, 343, 347, 348, 349, 352, 357, 364, 366–371, 374–383, 385–389, 391, 398, 401, 403– 407, 409, 411 Imperfective 3, 7, 11, 12, 15, 16, 23, 45, 46, 49–54, 56, 57, 60–62, 64, 71, 72, 79, 82– 87, 91, 93, 94, 95, 99–101, 113, 117, 130, Free ebooks ==> www.Ebook777.com Index of subjects 485 156, 166, 172, 176, 178–180, 191, 192, 212, 217, 223, 224–228, 230–232, 234– 236, 238, 239, 241, 242, 249–252, 254– 256, 259, 260, 262, 263, 264, 266, 279, 280, 326–328, 330, 332, 333, 344, 345, 347–349, 355, 365, 366, 367, 369, 370, 374, 376, 377, 386, 398, 400, 402, 412, 419, 448, 456, 460, 461, 469, 470, 473, 474, 477 Imperfetto 11, 60, 61, 116, 124, 233, 244, 250, 252–256, 261–263, 268–271, 277– 280, 282, 317, 349 Infinitive 11, 26, 28–32, 34, 46, 51, 58, 71, 116, 131, 173, 203–205, 210, 211, 213, 238–240, 253, 267, 268, 298, 299, 303, 310, 346, 356, 373 Inherent aspect 8, 13, 14, 76, 88, 155, 157, 165–176, 183, 186–188, 192, 207, 223, 241, 359, 391, 455–457, 459, 461–463, 471, 474, 477 Italian 1, 6, 7, 10–12, 31, 41, 60, 61, 72–74, 76, 90, 103, 115, 116, 125, 134, 154, 163, 195, 221, 222–229, 231–236, 238, 239, 241–246, 249–252, 254, 258, 260, 264, 267–271, 274, 279–281, 283–287, 290, 293–295, 299, 301–303, 311, 313, 314, 316, 320, 321, 334, 335, 344, 348, 349, 352, 361, 390, 413, 456, 475, 478 J Japanese 1, 15, 19, 21, 27, 43, 45, 60, 74– 76, 131, 134, 153, 154, 197, 199, 206, 211, 212, 219, 223, 247, 391, 411, 413, 417, 451, 455–457, 459–463, 465–474, 476–478 L -le 13, 50, 222, 422, 424, 426, 451 Lexical aspect 2–4, 13, 17, 18, 23, 34, 37, 39, 40, 42, 51, 66, 79, 80, 103, 129, 130, 152, 153, 173–175, 181, 186, 194, 200, 204, 207, 208, 211–213, 215–218, 221, 222, 244, 249, 260, 266, 279, 286, 294, 300, 302, 314, 316, 332, 344, 365, 371, 390, 397–402, 404, 406–410, 418–420, 422, 423, 428, 446, 448, 455, 460, 476 Lexical Aspect Hypothesis 397–402, 407– 409 M Modern Times 133, 136, 141, 234, 236, 240 O One-to-one principle 170, 180, 358, 473 P Parameters 22, 26, 27, 40, 65, 69, 75, 212, 231, 284, 363, 371 Passato Prossimo 7, 11, 60, 116, 223, 226– 228, 230–239, 241–243, 252, 253, 261– 263, 268, 269, 270, 279, 344 Passé Composé 9, 12, 111, 116, 121, 122, 226, 246, 325–328, 331–334, 336, 337, 339–344, 346–348, 350, 355, 357, 361, 398, 400 Past tense 5, 8–15, 19, 22, 24, 30, 34, 38, 39, 42–46, 49, 52, 53, 60–64, 72, 76, 79, 81–84, 88, 89, 118, 136, 141, 147, 153, 159, 160, 170, 171, 183, 189, 193, 195, 197, 201, 204, 217, 235, 242, 249, 250, 253, 256, 258, 259, 262, 263, 270, 279, 297, 299, 319, 334, 337, 344, 347, 357, 360, 366, 371, 372, 375, 377, 378, 391, 397–404, 406, 407, 408–412, 414, 417, 419, 424, 427, 445, 446, 457–467, 469, 472, 473, 477 Perfective 3, 7, 11, 13, 16, 23, 28, 39–42, 46, 48–50, 52–54, 56, 57, 60–62, 71, 72, 79–85, 87, 88, 89–91, 93, 94, 96–99, 102, 109, 111, 113–117, 130, 165, 170, 202, 217, 222–228, 231–236, 240–243, 249, 250, 252, 259, 263, 264, 266, 268, 274, 326–328, 332, 337, 344, 355, 357, 358, 365, 366, 370, 373, 374, 376, 386, 398, 400, 402, 407, 412, 417–420, 422–429, 431, 432, 436–438, 442, 444–449, 451, 456, 460, 469, 470, 474 www.Ebook777.com ... to understand the mechanism of second language acquisition of tense aspect morphology L2 acquisition of tense- aspect morphology Conclusion The analysis of the development of tense- aspect phenomena... University of Hawaii Utrecht University Mabel Rice University of Kansas Volume 27 The L2 Acquisition of Tense Aspect Morphology Edited by Rafael Salaberry and Yas Shirai The L2 Acquisition of Tense Aspect. .. In press The Aspect Hypothesis in SLA and the acquisition of Japanese” Acquisition of Japanese as a Second Language Shirai, Y., and Andersen, R W 1995 The acquisition of tense- aspect morphology: