Cover not available
Review article published In:
Tense and aspect in Second Language Acquisition and Learner Corpus Research
Edited by Robert Fuchs and Valentin Werner
[International Journal of Learner Corpus Research 4:2] 2018
► pp. 143–163
Introduction

Tense and aspect in Second Language Acquisition and learner corpus research

Introduction to the special issue

| Universität Hamburg
| Otto-Friedrich-Universität Bamberg
Article outline
  • 1.The expression of temporality as a central issue in Second Language Acquisition
  • 2.Approaches toward tense and aspect
    • 2.1The Aspect Hypothesis
    • 2.2Testing SLA hypotheses empirically: Usage-based approaches
    • 2.3Cross-linguistic influence
  • 3.Challenges and opportunities of corpus approaches to the acquisition of tense and aspect
  • 4.Beyond SLA: Modeling pluricentric languages
  • 5.Conclusion
  • Notes
  • References
Published online: 27 August 2018
DOI logo
https://doi.org/10.1075/ijlcr.00004.int
References (80)
References
Ädel, A. (2008). Involvement features in writing: Do time and interaction trump register awareness? Language and Computers, 661, 35–53.Google Scholar
Aksu-Koç, A. (1998). The acquisition of aspect and modality: The case of past reference in Turkish. Cambridge: Cambridge University Press.Google Scholar
Al-Thubaiti, K. A. (2015). L2 acquisition of English aspect by L1 Arabic speakers: The role of interpretable features at the syntax-semantics interface. In D. Ayoun (Ed.), The acquisition of the present (pp. 185–213). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Alexopoulou, T., Michel, M., Murakami, A., & Meurers, D. (2017). Task effects on linguistic complexity and accuracy: A large-scale learner corpus analysis employing natural language processing techniques. Language Learning, 67(1), 180–208. DOI logoGoogle Scholar
Andersen, R. W. (2002). The dimensions of ‘pastness’. In M. R. Salaberry & Y. Shirai (Eds.), The L2 acquisition of tense-aspect morphology (pp. 79–105). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Andersen, R. W. & Shirai, Y. (1994). Discourse motivations for some cognitive acquisition principles. Studies in Second Language Acquisition, 16(2), 133–156. DOI logoGoogle Scholar
Ayoun, D. (2015a). Conclusions and directions for future research. In D. Ayoun (Ed.), The acquisition of the present (pp. 336–340). Amsterdam: John Benjamins. DOI logoGoogle Scholar
(Ed.). (2015b). The acquisition of the present. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Bardovi-Harlig, K. (2000). The role of discourse: The Interlanguage Discourse Hypothesis. Language Learning, 50(1), 277–337. DOI logoGoogle Scholar
(2002). Analyzing aspect. In M. R. Salaberry & Y. Shirai (Eds.), The L2 acquisition of tense-aspect morphology (pp. 129–154). Amsterdam: John Benjamins. DOI logoGoogle Scholar
(2012). After process, then what? A longitudinal investigation of the progressive prototype in L2 English. In I. Saddour & E. Labeau (Eds.), Tense, aspect and mood in First and Second Language Acquisition (pp. 131–151). New York: Rodopi. DOI logoGoogle Scholar
Bayley, R. (2013). Data analysis: Qualitative approaches. In M. R. Salaberry & L. Comajoan (Eds.), Research design and methodology in studies on L2 tense and aspect (pp. 357–389). Berlin: Mouton de Gruyter. DOI logoGoogle Scholar
Benazzo, S. & Andorno, C. (2017). Is it really easier to acquire a closely-related language? A study on the expression of iteration and continuation in L2 French. In M. Howard & P. Leclercq (Eds.), Tense-aspect-modality in a second language. Contemporary perspectives (pp. 105–143). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Binnick, R. I. (2006). Aspect and aspectuality. In B. Aarts & A. McMahon (Eds.), The handbook of English linguistics (pp. 244–268). Malden: Blackwell. DOI logoGoogle Scholar
Chan, H. L., Finberg, J., Costello, W., & Shirai, Y. (2012). L2 acquisition of tense-aspect morphology: Lexical aspect, morphological regularity, and transfer. In L. Filipovic & K. M. Jaszczolt (Eds.), Space and time in languages and cultures. Linguistic diversity (pp. 181–204). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Comrie, B. (1976). Aspect. Cambridge: Cambridge University Press.Google Scholar
(1985). Tense. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Davydova, J. (2011). The present perfect in non-native Englishes. A corpus-based study of variation. Berlin: Mouton de Gruyter. DOI logoGoogle Scholar
Deshors, S. C., Götz, S., & Laporte, S. (Eds.). (2016). Linguistic innovations. Rethinking linguistic creativity in non-native Englishes. Special issue of the International Journal of Learner Corpus Research, 2(2).Google Scholar
Dose-Heidelmayer, S. & Götz, S. (2016). The progressive in spoken learner language: A corpus-based analysis of use and misuse. International Review of Applied Linguistics in Language Teaching, 54(3), 229–256. DOI logoGoogle Scholar
Durrant, P. & Siyanova-Chanturai, A. (2015). Learner corpora and psycholinguistics. In S. Granger, G. Gilquin, & F. Meunier (Eds.), The Cambridge handbook of learner corpus research (pp. 57–78). Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Edwards, A. (2014). The progressive aspect in the Netherlands and the ESL/EFL continuum. World Englishes, 33(2), 173–194. DOI logoGoogle Scholar
Ellis, N. C. (2013). Frequency effects. In P. Robinson (Ed.), The Routledge encyclopedia of Second Language Acquisition (pp. 260–264). London: Routledge.Google Scholar
(2016). Cognition, corpora, and computing: Triangulating research in usage-based language learning. Language Learning, 67(1), 40–65.Google Scholar
Ellis, N. C., O’Donnell, M. B., & Römer, U. (2013). Usage-based language: Investigating the latent structures that underpin acquisition. Language Learning, 63(1), 25–51. DOI logoGoogle Scholar
Ellis, N. C., Römer, U., & O’Donnell, M. B. (Eds.). (2016). Usage-based approaches to language acquisition and processing. Cognitive and corpus investigations of construction grammar. Special issue of Language Learning, 66(1).Google Scholar
Ellis, R. (2008). The study of Second Language Acquisition. Oxford: Oxford University Press.Google Scholar
Eriksson, A. (2008). Tense and aspect in advanced Swedish learners’ written English. Göteborg: Acta Universitatis Gothoburgensis.Google Scholar
Fuchs, R., Götz, S., & Werner, V. (2016). The present perfect in learner Englishes: A corpus-​based case study on L1 German intermediate and advanced speech and writing. In V. Werner, E. Seoane, & C. Suárez-Gómez (Eds.), Re-assessing the present perfect (pp. 297–338). Berlin: Mouton de Gruyter. DOI logoGoogle Scholar
Gablasova, D., Brezina, V., & McEnery, T. (2017). Exploring learner language through corpora: Comparing and interpreting corpus frequency information. Language Learning, 67(1), 130–154. DOI logoGoogle Scholar
Granger, S. (1999). Use of tenses by advanced EFL learners: Evidence from an error-tagged computer corpus. In H. Hasselgård & S. Oksefjell (Eds.), Out of corpora. Studies in honour of Stig Johansson (pp. 191–202). Amsterdam: Rodopi.Google Scholar
Gries, S. T. & Ellis, N. C. (2015). Statistical measures for usage-based linguistics. Language Learning, 65(1), 228–255. DOI logoGoogle Scholar
Housen, A. (2000). Verb semantics and the acquisition of tense-aspect in L2 English. Studia Linguistica 54(2), 249–259. DOI logoGoogle Scholar
(2002). The development of tense-aspect in English as a second language and the variable influence of inherent aspect. In M. R. Salaberry & Y. Shirai (Eds.), The L2 acquisition of tense-aspect morphology (pp. 155–197). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Howard, M. & Leclercq, P. (2017a). Tense, aspect and modality in Second Language Acquisition: An overview. In M. Howard & P. Leclercq (Eds.), Tense-aspect-modality in a Second Language. Contemporary perspectives (pp. 1–25). Amsterdam: John Benjamins. DOI logoGoogle Scholar
(Eds.). (2017b). Tense-aspect-modality in a Second Language. Contemporary perspectives. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Hundt, M. & Vogel, K. (2011). Overuse of the progressive in ESL and learner Englishes – fact or fiction? In J. Mukherjee & M. Hundt (Eds.), Exploring second-language varieties of English and learner Englishes. Bridging a paradigm gap (pp. 145–165). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Källkvist, M. (1999), Form-class and task-type effects in learner English: A study of advanced Swedish learners. Lund: Lund University Press.Google Scholar
Kellermann, E. (1979). Transfer and non-transfer: Where we are now. Studies in Second Language Acquisition, 21, 37–57. DOI logoGoogle Scholar
Klein, W. (1995). The acquisition of English. In R. Dietrich, W. Klein, & C. Noyau (Eds.), The acquisition of temporality in a second language (pp. 31–70). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Labeau, E. & Saddour, I. (Eds.). (2012). Tense, aspect, and mood in First and Second Language Acquisition. Amsterdam: Rodopi. DOI logoGoogle Scholar
Le Bruyn, B. & Paquot, M. (Eds.). (forthcoming). Second Language Acquisition and learner corpora. Cambridge: Cambridge University Press.
Leńko-Szymańska, A. (2007). Past progressive or simple past? The acquisition of progressive aspect by Polish advanced learners of English. In E. Hidalgo, L. Quereda, & J. Santana (Eds.), Corpora in the foreign language classroom (pp. 253–266). Amsterdam: Rodopi. DOI logoGoogle Scholar
Li, J. (1996). Underproduction does not necessarily mean avoidance: Investigation of underproduction using Chinese ESL learners. In L. F. Bouton (Ed.), Pragmatics and Language Learning (pp. 171–188). Urbana-Champaign: University of Illinois Division of English as an International Language.Google Scholar
Liszka, S. A. (2015). The L2 acquisition of the English present simple – present progressive distinction. In D. Ayoun (Ed.), The acquisition of the present (pp. 58–86). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Littré, D. (2015). Combining experimental data and corpus data: Intermediate French-speaking learners and the English present. Corpus Linguistics and Linguistic Theory, 11(1), 89–126. DOI logoGoogle Scholar
MacWhinney, B. (2000). The CHILDES project: The database. Abingdon: Psychology Press.Google Scholar
McArthur, T. (2003). World English, Euro-English, Nordic English. English Today, 73(19/1), 54–58. DOI logoGoogle Scholar
McManus, K., Vanek, N., Leclercq, P., & Roberts, L. (Eds.). (2017). Tense, aspect, and modality in L2 (TAML2). Special issue of the International Review of Applied Linguistics in Language Teaching, 55(3).Google Scholar
Meriläinen, L. (2017). The progressive form in learner Englishes: Examining variation across corpora. World Englishes, 36(4), 760–783. DOI logoGoogle Scholar
Meriläinen, L., Paulasto, H., & Rautionaho, P. (2017). Extended uses of the progressive form in Inner, Outer and Expanding Circle Englishes. In M. Filppula, J. Klemola, A. Mauranen, & S. Vetchinnikova (Eds.), Changing English. Global and local perspectives (pp. 191–216). Berlin: Mouton de Gruyter. DOI logoGoogle Scholar
Michaelis, L. (2006). Time and tense. In B. Aarts & A. McMahon (Eds.), The handbook of English linguistics (pp. 220–243). Malden: Blackwell. DOI logoGoogle Scholar
Mukherjee, J. & Hundt, M. (Eds.). (2011). Exploring second-language varieties of English and learner Englishes. Bridging a paradigm gap. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Myles, F. (2005). Interlanguage corpora and Second Language Acquisition research. Second Language Research, 21(4), 373–391. DOI logoGoogle Scholar
Noyau, C. (2002). Temporal relations in learner varieties: Grammaticalization and discourse construction. In M. R. Salaberry & Y. Shirai (Eds.), The L2 acquisition of tense-aspect morphology (pp. 107–127). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Ortega, L. (2014). Trying out theories on interlanguage: Description and explanation over 40 years of L2 negation research. In Z. Han & E. Tarone (Eds.), Interlanguage: 40 years later (pp. 173–201). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Osborne, J. (2015). Transfer and learner corpus research. In S. Granger, G. Gilquin, & F. Meunier (Eds.), The Cambridge handbook of learner corpus research (pp. 333–356). Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Ozeki, H. (2016). Corpus-based Second Language Acquisition research. In M. Minami (Ed.), Handbook of Japanese applied linguistics (pp. 313–334). Berlin: Mouton de Gruyter. DOI logoGoogle Scholar
Reif-Hülser, M. (2012). Making progress simpler? Applying cognitive grammar to tense-aspect teaching. Frankfurt: Peter Lang.Google Scholar
Rogatcheva, S. (2014). Aspect in learner writing. A corpus-based comparison of advanced Bulgarian and German learners’ written English. PhD thesis. Giessen: University of Giessen.Google Scholar
Salaberry, M. R. (2008). Marking past tense in Second Language Acquisition. A theoretical model. London: Continuum.Google Scholar
Salaberry, M. R. & Comajoan, L. (Eds.). (2013). Research design and methodology in studies on L2 tense and aspect. Berlin: Mouton de Gruyter. DOI logoGoogle Scholar
Salaberry, M. R., Comajoan, L., & González, P. (2013). Integrating the analyses of tense and aspect across research and methodological frameworks. In M. R. Salaberry & L. Comajoan (Eds.), Research design and methodology in studies on L2 tense and aspect (pp. 423–450). Berlin: Mouton de Gruyter. DOI logoGoogle Scholar
Salaberry, M. R. & Shirai, Y. (2002a). L2 acquisition of tense-aspect morphology. In M. R. Salaberry & Y. Shirai (Eds.), The L2 acquisition of tense-aspect morphology (pp. 1–20). Amsterdam: John Benjamins. DOI logoGoogle Scholar
(Eds.). (2002b). The L2 acquisition of tense-aspect morphology. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Schmiedtová, B. & Sahonenko, N. (2008). Die Rolle des grammatischen Aspekts in der Ereignis-Enkodierung: Ein Vergleich zwischen tschechischen und russischen Lernern des Deutschen. In M. Walter & P. Grommes (Eds.), Fortgeschrittene Lernervarietäten. Korpuslinguistik und Zweitspracherwerbsforschung (pp. 45–71). Tübingen: Niemeyer.Google Scholar
Shirai, Y. (2009). Temporality in First and Second Language Acquisition. In W. Klein & P. Li (Eds.), The expression of time (pp. 167–194). Berlin: Mouton de Gruyter.Google Scholar
Shirai, Y. & Andersen, R. W. (1995). The acquisition of tense-aspect morphology: A prototype account. Language, 71(4), 743–762. DOI logoGoogle Scholar
Slabakova, R. (2002). Recent research on the acquisition of aspect: An embarrassment of riches? Second Language Research, 18(2), 172–188. DOI logoGoogle Scholar
Tracy-Ventura, N. & Myles, F. (2015). The importance of task variability in the design of learner corpora for SLA research. International Journal of Learner Corpus Research, 1(1), 58–95. DOI logoGoogle Scholar
Tono, Y. & Díez-Bedmar, M. B. (2014). Focus on learner writing at the beginning and intermediate stages: The ICCI corpus. International Journal of Corpus Linguistics, 19(2), 163–177. DOI logoGoogle Scholar
Vendler, Z. (1957). Verbs and times. The Philosophical Review, 66(2), 143–160. DOI logoGoogle Scholar
Vraicu, A. (2015). The simple present and the expression of temporality in L1 English and L2 English oral narratives: When form meets discourse. In D. Ayoun (Ed.), The acquisition of the present (pp. 289–333). Amsterdam: John Benjamins.Google Scholar
Walter, M. & Grommes, P. (Eds.). (2008). Fortgeschrittene Lernervarietäten. Korpuslinguistik und Zweitspracherwerbsforschung. Tübingen: Niemeyer. DOI logoGoogle Scholar
Werner, V. (2014). The present perfect in world Englishes. Charting unity and diversity. Bamberg: University of Bamberg Press.Google Scholar
Wible, D. & Huang, P. -Y. (2003). Using learner corpora to examine L2 acquisition of tense-aspect markings. In D. Archer, P. Rayson, A. Wilson, & T. McEnery (Eds.), Corpus Linguistics 2003 (pp. 889–898). Lancaster: UCREL. Retrieved from [URL]
Wolfram, W. (1985). Variability in tense marking: A case for the obvious. Language Learning, 251, 229–253. DOI logoGoogle Scholar
Wulff, S., Ellis, N. C., Römer, U., Bardovi-Harlig, K., & LeBlanc, C. (2009). The acquisition of tense–aspect: Converging evidence from corpora and telicity ratings. The Modern Language Journal, 93(3), 354–369. DOI logoGoogle Scholar
Cited by (7)

Cited by seven other publications

Minnillo, Sophia, Claudia Sánchez-Gutiérrez, Ana Ruiz-Alonso-Bartol, Emily Morgan & Carmen González Gómez
2024. Predictors of accuracy in L2 Spanish preterit-imperfect production. International Journal of Learner Corpus Research DOI logo
Fang, Mingyuan
2023. Forestry english corpus construction and application in foreign language teaching under the background of big data and internet of things. Journal of Computational Methods in Sciences and Engineering 23:1 ► pp. 211 ff. DOI logo
Paquot, Magali & Nicole Tracy‐Ventura
2023. Using Foreign and Second Language Learner Corpora. In Current Approaches in Second Language Acquisition Research, ► pp. 96 ff. DOI logo
Díez-Bedmar, María Belén
2021. The Use of the Progressive in Light of the AH in Monolingual EFL-Instructed Spanish Learners at University Level: A Longitudinal Learner Corpus-Based SLA Study. Círculo de Lingüística Aplicada a la Comunicación 87 ► pp. 53 ff. DOI logo
Meriläinen, Lea
2020. The Interplay between Universal Processes and Cross-Linguistic Influence in the Light of Learner Corpus Data: Examining Shared Features of Non-native Englishes. In Learner Corpus Research Meets Second Language Acquisition, ► pp. 67 ff. DOI logo
Meunier, Fanny
2020. Introduction to Learner Corpus Research. In The Routledge Handbook of Second Language Acquisition and Corpora, ► pp. 23 ff. DOI logo
Werner, Valentin, Robert Fuchs & Sandra Götz
2020. L1 Influence vs. Universal Mechanisms: An SLA-Driven Corpus Study on Temporal Expression. In Learner Corpus Research Meets Second Language Acquisition, ► pp. 39 ff. DOI logo

This list is based on CrossRef data as of 5 august 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.