Feature Reassembly across Closely Related Languages: L1 French vs. L1 Portuguese Learning of L2 Spanish Past Tenses

Autor/inn/en	Amenós-Pons, José; Ahern, Aoife; Guijarro-Fuentes, Pedro
Titel	Feature Reassembly across Closely Related Languages: L1 French vs. L1 Portuguese Learning of L2 Spanish Past Tenses
Quelle	In: Language Acquisition: A Journal of Developmental Linguistics, 26 (2019) 2, S.183-209 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1048-9223
DOI	10.1080/10489223.2018.1508466
Schlagwörter	Spanish; Portuguese; French; Second Language Learning; Transfer of Training; Morphemes; Advanced Students; Native Language; Control Groups; Experimental Groups; Oral Language; Films; Difficulty Level; Pragmatics; Linguistic Theory; Contrastive Linguistics; Grammar; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Spanisch; Portugiesischunterricht; Französisch; Zweitsprachenerwerb; Training; Transfer; Ausbildung; Morphem; Fortgeschrittener; Oral interpretation; Mündlicher Sprachgebrauch; Film; Schwierigkeitsgrad; Pragmalinguistik; Linguistische Theorie; Linguistics; Kontrastive Linguistik; Grammatik; Ausland; Spanien
Abstract	Considering the acquisition of past tense uses by L2 Spanish advanced learners with closely related L1s (French, Portuguese), this study attempts to identify factors associated with variability, such as negative transfer or interface integration. We report data on the acquisition, by adult L1 French and Portuguese learners at B2 and C1 CEFR levels, of Spanish tense-aspect morphology: simple and compound past (SP, CP), imperfect (IMP), progressive (PROG), and pluperfect (PLP) forms, and from a control group of European Spanish speakers' use and interpretation of these tenses. Data were collected through a film oral retell and two written interpretation tasks; the second written task (a follow-up task), was performed only by L1 French speakers. In the oral task, comparing both L1 backgrounds, negative transfer is more pervasive for the Portuguese groups. However, in the interpretation tasks, the French speakers showed greater difficulties, linked not only to L1 transfer but also to nonprototypical tense/aspect associations and pragmatically based temporal reference. The data suggest, in relation to Lardiere's (2008, 2009) Feature Reassembly Hypothesis, that both feature reassembly and interface integration are sources of variability in the acquisition of L2 interpretable features that are also present in the L1. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01