IntroductionTense, Aspect and Modality in Second Languages (TAML2). Recent Applied Studies

Referencias bibliográficas

• Amenós-Pons, J., Ahern, A. & Guijarro-Fuentes, P. (2017). L1 French learning of L2 Spanish past tenses: L1 transfer versus aspect and interface issues. Studies in Second Language Learning and Teaching, 7(3), 489-515. doi:10.14746/ssllt.2017.7.3.7
• Andersen, R. (1986). El desarrollo de la morfología verbal en el español como segundo idioma. In J. Meisel (Ed.), Adquisición del Lenguaje – Aquisição da Linguagem (pp. 115-138). Frankfurt: Klaus-Dieter Vervuert Verlag.
• Andersen, R. W. (1991). Developmental Sequences: The emergence of aspect marking in second language acquisition. In T. Huebner & C. Ferguson (Eds.), Crosscurrents in Second Language Acquisition and Linguistic Theories (pp. 305-324). Amsterdam: John Benjamins.
• Andersen, R. & Shirai, Y. (1996). The primacy of aspect in first and second language acquisition: The pidgin-creole connection. In W. Ritchie & T. Bhatia (Eds.), Handbook of second language acquisition (pp. 527-570). San Diego: Academic Press.
• Bardovi-Harlig, K. (2000). Tense and aspect in second language acquisition: Form, Meaning, and Use. Malden: Blackwell.
• Bardovi-Harlig, K. (2012). After process, then what? A longitudinal investigation of the progressive prototype in L2 English. In E. Labeau & I. Saddour (Eds.), Tense, aspect and mood in First and Second Language Acquisition (pp. 131-151). Amsterdam: Rodopi. https://doi.org/10.1163/9789401207188_008
• Bardovi-Harlig, K., & Comajoan-Colomé, L. (2020). The aspect hypothesis and the acquisition of L2 past morphology in the last 20 years: A state-of-the-scholarship review. Studies in Second Language Acquisition, 42(5), 1137-1167.
• Blyth, C. (2005). From empirical findings to the teaching of aspectual distinctions. In D. Ayoun & Rafael Salaberry (Eds.), Tense and aspect in romance languages (pp. 211-252). Amsterdam: Benjamins.
• Collins, L. (2002). The roles of L1 influence and lexical aspect in the acquisition of temporal morphology. Language learning, 52, 43-94.
• Diaubalick, T. & Guijarro-Fuentes, P. (2019). The strength of L1 effects on tense and aspect: How German learners of L2 Spanish deal with acquisitional problems, Language Acquisition, 26(3), 282-301. doi:10.1080/10489223.2018.1554663
• Domínguez, L., Tracy-Ventura, N., Arche, M. J., Mitchell, R. & Myles, F. (2013). The role of dynamic contrasts in the L2 acquisition of Spanish past tense morphology. Bilingualism: Language and Cognition, 16(3), 558-577. doi:10.1017/S1366728912000363
• Domínguez, L., Arche, M. J., & Myles, F. (2017). Spanish Imperfect revisited: Exploring L1 influence in the reassembly of imperfective features onto new L2 forms. Second Language Research, 33(4), 431-457. doi:10.1177/0267658317701991
• Fries, C. C. (1945). Teaching and learning English as a foreign language, Ann Arbor, University of Michigan Press.
• Geeslin, K. L., Fafulas, S., & Kanwit, M. (2013). Acquiring geographically-variable norms of use: The case of the present perfect in Mexico and Spain. In C. Howe, S. Blackwell, & M. Quesada (Eds.), Selected proceedings of the 15th Hispanic linguistics symposium (pp. 205-220). Somerville, MA: Cascadilla Proceedings Project.
• Geeslin, K. L., García-Amaya, L. J., Hasler, M., Henriksen, N. C., & Killam, J. (2012). The L2 acquisition of variable perfective past time reference in Spanish in an overseas immersion setting. In K. Geeslin & M. Díaz-Campos (Eds.), Selected proceedings of the 14th Hispanic linguistics symposium (pp. 197-213). Somerville, MA: Cascadilla Proceedings Press.
• Giacalone-Ramat, A., & Rastelli, S. (2008). Learning Actionality: an investigation on data of L2 Italian. In B. Ahrenholz, U. Bredel, M. Rost-Roth, & R. Skiba (Eds.), Empirische Forschung und Theoriebildung. Beiträge aus derSoziolin-guistik, Gesprochene-Sprache-Forschung und Zweitspracherwerbsforschung. EineFestschrift für Norbert Dittmar zum 65 Geburtstag (pp. 239–250). Frankfurt: PeterLang.
• González, P. (2003). Aspects on Aspect. Theory and Applications of Grammatical Aspect in Spanish. Utrecht: Proefschrift Universiteit Utrecht.
• González, P., & Diubalick, T. (Eds.) (2019). Current Visions of TAML2. Tense, Aspect and Modality in Second Languages. Dutch Journal of Applied Linguistics, 8(1).
• González, P., & Quintana Hernández., L. (2018). Inherent aspect and L1 transfer in the L2 acquisition of Spanish grammatical aspect. The Modern Language Journal, 102(3), 611-625. https://doi:10.1111/modl.12502.
• Izquierdo, J., & Collins, L. (2008). The facilitative role of L1 influence in tense–aspect marking: A comparison of Hispanophone and Anglophone learners of French. The Modern Language Journal, 92(3), 350-368.
• Kempchinsky, P. & Slabakova, R. (2005). Issues and Interfaces in the Study of Aspect. In P. Kempchinsky & R. Slabakova (Eds.), Aspectual Inquiries (pp. 1-21). Dordrecht: Springer.
• Lado, R. (1957). Linguistics across cultures, Ann Arbor, University of Michigan Press.
• Langacker, R. W. (1987). Foundations of Cognitive Grammar. Volume I. Theoretical Prerequisites. Stanford: Stanford University Press.
• Langacker, R. W. (1991). Foundations of Cognitive Grammar. Volume II. Descriptive Application. Stanford: Stanford University Press.
• Langacker, R. W. (2000). Grammar and conceptualization. Berlin: Mouton de Gruyter.
• Langacker, R.W. (2001). Cognitive Linguistics, Language Pedagogy and the English Present Tense. In M. Pütz, S. Niemeier & R. Dirven (Eds.), Applied Cognitive Linguistics Volume (I): Theory and Acquisition (pp. 3-40). Berlin: Mouton De Gruyter.
• Langacker, R. W. (2008). Cognitive Grammar: A Basic Introduction. Oxford: Oxford University Press.
• Langacker, R. W. (2009). Metonymic grammar. In K. Panther, L. L. Thornburg & A. Barcelona (Eds.), Metonymy and metaphor in grammar (pp. 45-71). Amsterdam: John Benjamins.
• McManus, K. (2015). L1-L2 Differences in the Acquisition of Form-Meaning Pairings in a Second Language. The Canadian Modern Language Review, 72(2), 155/181. doi.org/10.3138/cmlr.2070.51
• McManus, K. (2019). Awareness of L1 form-meaning mappings can reduce crosslinguistic effects in L2 grammar learning. Language Awareness, 28(2), 114-138. https://doi:10.1080/09658416.2019.1620756
• McManus, K., Vanek, N., Leclercq, P., & Roberts, L. (Eds.) (2017). Tense, Aspect and Modality in L2. IRAL, 55(3).
• Nishi, Y., & Shirai, Y. (2019). Verb learning and the acquisition of aspect. L1 transfer of verb semantics. Linguistic approaches to bilingualism, 1-46. https://doi.org/10.1075/lab.18084.nis
• Panther, K., & Thornburg, L. L. (2017). Metaphor and metonymy in language and Thought: A Cognitive Linguistics Approach. Synthesis Philosophica 64(2), 271-294.
• Quintana Hernández, L. (2019). The effects of telicity, dynamicity and punctuality in L2 acquisition of Spanish Preterit and Imperfect. Dutch Journal of Applied Linguistics, 8, 100-116.
• Salaberry, M. R. (1999). The development of past tense verbal morphology in classroom L2 Spanish. Applied Linguistics 20, 151-178.
• Slabakova, R. (2000). L1 transfer revisited: the L2 acquisition of telicity marking in English by Spanish and Bulgarian native speakers. Linguistics, 38, 739-770. https://doi.org/10.1007/978-94-011-5606-6
• Schmiedtová, B., & Flecken, M. (2008). Aspectual concepts across languages: Some considerations for second language learning. In S. De Knop & T. De Rycker (Eds.), Cognitive Approaches to Pedagogical Grammar (pp. 357-384). Berlin: Walter de Gruyter.
• Van Patten, B. (2017). Processing instruction. In S. Loewen & M. Sato (Eds.), The Routledge handbook of second language acquisition (pp. 166-180). New York: Routledge.
• Vendler, Z. (1957). Verbs and Times. The Philosophical Review, 66(2), 143-160.