Part of
The L2 Acquisition of Tense–Aspect MorphologyEdited by M. Rafael Salaberry and Yasuhiro Shirai
[Language Acquisition and Language Disorders 27] 2002
► pp. 155–198
Edited by M. Rafael Salaberry and Yasuhiro Shirai
[Language Acquisition and Language Disorders 27] 2002
► pp. 155–198
6. The development of tense-aspect in English as a second language and the variable influence of inherent aspect
Cited by (29)
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2024. Language acquisition across the lifespan and the emergence of new
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Fuchs, Robert & Valentin Werner
2018. The use of stative progressives by school-age learners of English and the importance of the variable context. International Journal of Learner Corpus Research 4:2 ► pp. 195 ff.
Fuchs, Robert & Valentin Werner
2018. Tense and aspect in Second Language Acquisition and learner corpus research. International Journal of Learner Corpus Research 4:2 ► pp. 143 ff.
Fuchs, Robert & Valentin Werner
2020. The use of stative progressives by school-age learners of English and the importance of the variable context. In Tense and Aspect in Second Language Acquisition and Learner Corpus Research [Benjamins Current Topics, 108], ► pp. 53 ff.
Fuchs, Robert & Valentin Werner
2020. Tense and aspect in Second Language Acquisition and learner corpus research. In Tense and Aspect in Second Language Acquisition and Learner Corpus Research [Benjamins Current Topics, 108], ► pp. 1 ff.
Rautionaho, Paula & Sandra C. Deshors
2018. Progressive or not progressive?. International Journal of Learner Corpus Research 4:2 ► pp. 225 ff.
Rautionaho, Paula & Sandra C. Deshors
2020. Progressive or not progressive?. In Tense and Aspect in Second Language Acquisition and Learner Corpus Research [Benjamins Current Topics, 108], ► pp. 83 ff.
Zhao, Helen & Yasuhiro Shirai
2018. Arabic learners’ acquisition of English past tense morphology. International Journal of Learner Corpus Research 4:2 ► pp. 253 ff.
Zhao, Helen & Yasuhiro Shirai
2020. Arabic learners’ acquisition of English past tense morphology. In Tense and Aspect in Second Language Acquisition and Learner Corpus Research [Benjamins Current Topics, 108], ► pp. 111 ff.
Graus, Johan & Peter-Arno Coppen
2015. Defining grammatical difficulty: a student teacher perspective. Language Awareness 24:2 ► pp. 101 ff.
Leclercq, Pascale & Martin Howard
2015. The morphological expression of temporality on the verb in French as a second language. Language, Interaction and Acquisition 6:1 ► pp. 1 ff.
Vraciu, Alexandra
2015. Chapter 10. The simple present and the expression of temporality in L1 English and L2 English oral narratives. In The Acquisition of the Present, ► pp. 289 ff.
Vraciu, Alexandra
2020. Production Accuracy of Verb Morphology in Early EFL: Does Primary School CLIL Make a Difference?. Linx :81
EDWARDS, ALISON
2014. The progressive aspect in the Netherlands and the ESL/EFL continuum. World Englishes 33:2 ► pp. 173 ff.
Gánem-Gutiérrez, Gabriela Adela & Haliza Harun
2011. Verbalisation as a mediational tool for understanding tense-aspect marking in English: an application of Concept-Based Instruction. Language Awareness 20:2 ► pp. 99 ff.
SALABERRY, MAXIMO RAFAEL
2011. Assessing the effect of lexical aspect and grounding on the acquisition of L2 Spanish past tense morphology among L1 English speakers. Bilingualism: Language and Cognition 14:2 ► pp. 184 ff.
Vaezi, Shahin & Mehrasa Alizadeh
2011. How learners cope with English tenses: Evidence from think-aloud protocols. Procedia - Social and Behavioral Sciences 29 ► pp. 986 ff.
Spada, Nina & Yasuyo Tomita
2010. Interactions Between Type of Instruction and Type of Language Feature: A Meta‐Analysis. Language Learning 60:2 ► pp. 263 ff.
Ayoun, Dalila & M. Rafael Salaberry
2008. Acquisition of English Tense‐Aspect Morphology by Advanced French Instructed Learners. Language Learning 58:3 ► pp. 555 ff.
IZQUIERDO, JESÚS & LAURA COLLINS
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 ► pp. 350 ff.
Shirai, Yasuhiro
2007. The Aspect Hypothesis, the comparative fallacy and the validity of obligatory context analysis: a reply to Lardiere, 2003. Second Language Research 23:1 ► pp. 51 ff.
This list is based on CrossRef data as of 19 december 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.