1887
image of Predictors of accuracy in L2 Spanish preterit-imperfect production
USD
Buy:$35.00 + Taxes

Abstract

Abstract

Few studies have considered the multitude of factors that influence learners’ accuracy of past tense-aspect use in L2 Spanish. The present study fills this gap by examining course-level, task-modality, obligatory tense-aspect, and verb frequency and regularity as predictors of English-dominant learners’ accuracy in contexts that require the Spanish preterit or imperfect. Learner narrations from the COWS-L2H and CEDEL2 corpora were analyzed. Generalized mixed-effects models reveal that obligatory tense-aspect and task-modality are significant predictors of accuracy and that frequency is only a significant predictor in imperfect-obligatory contexts for students from the same Spanish program. Data from one Spanish program is interpreted as providing partial support for the Default Past Tense Hypothesis (DPTH). The findings add complexity to our understanding of the route of preterit-imperfect acquisition, showcasing plateauing effects and highlighting students’ use of the present as a default form.

Loading

Article metrics loading...

/content/journals/10.1075/ijlcr.23009.min
2024-05-30
2024-06-19
Loading full text...

Full text loading...

References

  1. Andersen, R. W., & Shirai, Y.
    (1994) Discourse motivations for some cognitive acquisition principles. Studies in Second Language Acquisition, (), –. 10.1017/S0272263100012845
    https://doi.org/10.1017/S0272263100012845 [Google Scholar]
  2. Bardovi-Harlig, K.
    (1998) Narrative structure and lexical aspect: Conspiring factors in second language acquisition of tense-aspect morphology. Studies in Second Language Acquisition, (), –. 10.1017/S0272263198004021
    https://doi.org/10.1017/S0272263198004021 [Google Scholar]
  3. (2000) Tense and aspect in second language acquisition: Form, meaning, and use. Blackwell.
    [Google Scholar]
  4. 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, (), –. 10.1017/S0272263120000194
    https://doi.org/10.1017/S0272263120000194 [Google Scholar]
  5. Bartoń, K.
    (2023) MuMIn: multi-model inference. R-project. https://CRAN.R-project.org/package=MuMIn
    [Google Scholar]
  6. Bates, D., Mächler, M., Bolker, B., & Walker, S.
    (2015) Fitting linear mixed-effects models using lme4. Journal of Statistical Software, (), –. 10.18637/jss.v067.i01
    https://doi.org/10.18637/jss.v067.i01 [Google Scholar]
  7. Bonilla, C. L.
    (2013) Tense or aspect?: A review of initial past tense marking and task conditions for beginning classroom learners of Spanish. Hispania, (), –. www.jstor.org/stable/23608515. 10.1353/hpn.2013.0116
    https://doi.org/10.1353/hpn.2013.0116 [Google Scholar]
  8. Bybee, J.
    (2006) From usage to grammar: The mind’s response to repetition. Language, (), –. https://www.jstor.org/stable/4490266
    [Google Scholar]
  9. Campillos Llanos, L.
    (2016) PoS-tagging a Spanish oral learner corpus. InM. Alonso-Ramos (Ed.), Spanish Learner Corpus Research: Current trends and future perspectives (pp.–). John Benjamins. 10.1075/scl.78.04cam
    https://doi.org/10.1075/scl.78.04cam [Google Scholar]
  10. (2023) MedLexSp–a medical lexicon for Spanish medical natural language processing. Journal of Biomedical Semantics, (), –. 10.1186/s13326‑022‑00281‑5
    https://doi.org/10.1186/s13326-022-00281-5 [Google Scholar]
  11. Camps, J.
    (2005) The emergence of the Imperfect in Spanish as a foreign language: The association between imperfective morphology and state verbs. International Review of Applied Linguistics in Language Teaching, (), –. 10.1515/iral.2005.43.3.163
    https://doi.org/10.1515/iral.2005.43.3.163 [Google Scholar]
  12. Daidone, D.
    (2019) Preterite and imperfect in Spanish instructor oral input and Spanish language corpora. Hispania, (), –. https://www.jstor.org/stable/26867128. 10.1353/hpn.2019.0010
    https://doi.org/10.1353/hpn.2019.0010 [Google Scholar]
  13. Deshors, S. C.
    (2018) Does the passé composé influence L2 learners’ use of English past tenses? A semantic exploration of the present perfect in French-English interlanguage. International Journal of Learner Corpus Research, (), –. 10.1075/ijlcr.17007.des
    https://doi.org/10.1075/ijlcr.17007.des [Google Scholar]
  14. Díez-Bedmar, M. B.
    (2020) Error Analysis. InN. Tracy-Ventura & M. Paquot (Eds.), The Routledge handbook of second language acquisition and corpora (pp.–). Routledge. 10.4324/9781351137904‑9
    https://doi.org/10.4324/9781351137904-9 [Google Scholar]
  15. 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, (), –. 10.1177/0267658317701991
    https://doi.org/10.1177/0267658317701991 [Google Scholar]
  16. 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, (), –. 10.1017/S1366728912000363
    https://doi.org/10.1017/S1366728912000363 [Google Scholar]
  17. Duchon, A., Perea, M., Sebastián-Gallés, N., Martí, A., & Carreiras, M.
    (2013) EsPal: One-stop shopping for Spanish word properties. Behavior Research Methods, (), –. 10.3758/s13428‑013‑0326‑1
    https://doi.org/10.3758/s13428-013-0326-1 [Google Scholar]
  18. Edwards, A.
    (2016) English in the Netherlands: Functions, forms and attitudes. Amsterdam: John Benjamins. 10.1075/veaw.g56
    https://doi.org/10.1075/veaw.g56 [Google Scholar]
  19. Emmersion
    Emmersion (2021) WebCAPE/CEFR Equivalencies. Retrieved on20 January 2023fromhttps://support.emmersion.ai/support/solutions/articles/60000676566-webcape-cefr-equivalencies
  20. Explosion
    Explosion (2023) SpaCy (Version 3.7.0) [Software]. Available fromhttps://spacy.io/models/es
  21. Fernández-Mira, P., Morgan, E., Davidson, S., Yamada, A., Carando, A., Sagae, K., & Sánchez-Gutiérrez, C. H.
    (2021) Lexical diversity in an L2 Spanish learner corpus: The effect of topic-related variables. International Journal of Learner Corpus Research, (), –. 10.1075/ijlcr.20017.fer
    https://doi.org/10.1075/ijlcr.20017.fer [Google Scholar]
  22. Fuchs, R., & Werner, V.
    (2018) Tense and aspect in Second Language Acquisition and learner corpus research: Introduction to the special issue. International Journal of Learner Corpus Research, (), –. 10.1075/ijlcr.00004.int
    https://doi.org/10.1075/ijlcr.00004.int [Google Scholar]
  23. Gamer, M., Lemon, J., Fellows, I., & Singh, P.
    (2019) Package ‘irr’: Various Coefficients of Interrater Reliability and Agreement. R-project. https://CRAN.R-project.org/package=irr
    [Google Scholar]
  24. Giacalone Ramat, A.
    (1992) Grammaticalization processes in the area of temporal and modal relations. Studies in Second Language Acquisition, (), –. 10.1017/S027226310001113X
    https://doi.org/10.1017/S027226310001113X [Google Scholar]
  25. Gilabert, R., Manchón, R., & Vasylets, O.
    (2016) Mode in theoretical and empirical TBLT research: Advancing research agendas. Annual Review of Applied Linguistics, , –. 10.1017/S0267190515000112
    https://doi.org/10.1017/S0267190515000112 [Google Scholar]
  26. González, P., & Diaubalick, T.
    (2019) Task and L1 effects: Dutch students acquiring the Spanish past tenses. Dutch Journal of Applied Linguistics, (), –. 10.1075/dujal.19017.dia
    https://doi.org/10.1075/dujal.19017.dia [Google Scholar]
  27. González, P. G., & Quintana Hernández, L.
    (2018) Inherent aspect and L1 transfer in the L2 acquisition of Spanish grammatical aspect. The Modern Language Journal, (), –. 10.1111/modl.12502
    https://doi.org/10.1111/modl.12502 [Google Scholar]
  28. Greenbaum, S.
    (1991) The development of the International Corpus of English. InK. Aijmer, B. Altenberg, & J. Svartvik (Eds.), English corpus linguistics: Studies in honour of Jan Svartvik (pp.–). Longman.
    [Google Scholar]
  29. Han, Z., & Selinker, L.
    (2005) Fossilization in L2 learners. InE. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp.–). Routledge.
    [Google Scholar]
  30. Kissling, E. M., & Muthusamy, T.
    (2022) Exploring boundedness for concept-based instruction of aspect: Evidence from learning the Spanish preterite and imperfect. The Modern Language Journal, (), –. 10.1111/modl.12778
    https://doi.org/10.1111/modl.12778 [Google Scholar]
  31. Larsson, T., Paquot, M., & Plonsky, L.
    (2020) Inter-rater reliability in learner corpus research: Insights from a collaborative study on adverb placement. International Journal of Learner Corpus Research, (), –. 10.1075/ijlcr.20001.lar
    https://doi.org/10.1075/ijlcr.20001.lar [Google Scholar]
  32. Leeman, J., Arteagoitia, I., Fridman, B., & Doughty, C.
    (1995) Integrating attention to form with meaning: Focus on form in content-based Spanish instruction. InR. Schmidt (Ed.), Attention and awareness in foreign language learning (pp.–). Second Language Teaching and Curriculum Center, University of Hawai’i at Manoa.
    [Google Scholar]
  33. Liskin-Gasparro, J.
    (2000) The use of tense-aspect morphology in Spanish oral narratives: Exploring the perceptions of advanced learners. Hispania, (), –. 10.2307/346482
    https://doi.org/10.2307/346482 [Google Scholar]
  34. López-Ortega, N. R.
    (2000) Tense, aspect, and narrative structure in Spanish as a second language. Hispania, (), –. 10.2307/346038
    https://doi.org/10.2307/346038 [Google Scholar]
  35. Lozano, C.
    (2022) CEDEL2: Design, compilation and web interface of an online corpus for L2 Spanish acquisition research. Second Language Research, (), –. 10.1177/02676583211050522
    https://doi.org/10.1177/02676583211050522 [Google Scholar]
  36. McLaughlin, B.
    (1990) Restructuring. Applied linguistics, (), –. 10.1093/applin/11.2.113
    https://doi.org/10.1093/applin/11.2.113 [Google Scholar]
  37. Menard-Warwick, J., & Palmer, D.
    (2012) Bilingual development in study-abroad journal narratives: Three case studies from a short-term program in Mexico. Multilingua-Journal of Cross-Cultural and Interlanguage Communication, (), –. 10.1515/multi‑2012‑0018
    https://doi.org/10.1515/multi-2012-0018 [Google Scholar]
  38. Meriläinen, L.
    (2018) The progressive form and its functions in spoken learner English: Tracing the effects of an exposure-rich learning environment. International Journal of Learner Corpus Research, (), –. 10.1075/ijlcr.17002.mer
    https://doi.org/10.1075/ijlcr.17002.mer [Google Scholar]
  39. Minnillo, S., Sánchez-Gutiérrez, C., Carando, A., Davidson, S., Fernández-Mira, P., & Sagae, K.
    (2022) Preterit-imperfect acquisition in L2 Spanish writing: Moving beyond lexical aspect. Research in Corpus Linguistics, (), –. 10.32714/ricl.10.01.08
    https://doi.org/10.32714/ricl.10.01.08 [Google Scholar]
  40. Mitchell, R., Domínguez, L., Arche, M. J., Myles, F., & Marsden, E.
    (2008) SPLLOC: A new database for Spanish second language acquisition research. EuroSLA yearbook, (), –. 10.1075/eurosla.8.15smit
    https://doi.org/10.1075/eurosla.8.15smit [Google Scholar]
  41. Montrul, S.
    (2004) The acquisition of Spanish: Morphosyntactic development in monolingual and bilingual L1 acquisition and adult L2 acquisition. John Benjamins. 10.1075/lald.37
    https://doi.org/10.1075/lald.37 [Google Scholar]
  42. Picoral, A., Staples, S., & Reppen, R.
    (2021) Automated annotation of learner English: An evaluation of software tools. International Journal of Learner Corpus Research, (), –. 10.1075/ijlcr.20003.pic
    https://doi.org/10.1075/ijlcr.20003.pic [Google Scholar]
  43. Plonsky, L., & Oswald, F. L.
    (2014) How big is “big”? Interpreting effect sizes in L2 research. Language Learning, (), –. 10.1111/lang.12079
    https://doi.org/10.1111/lang.12079 [Google Scholar]
  44. R Core Team
    R Core Team (2023) R: A language and environment for statistical computing. R Foundation for Statistical Computing. https://www.R-project.org/
    [Google Scholar]
  45. Rautionaho, P., & Deshors, S. C.
    (2018) Progressive or not progressive? Modeling the constructional choices of EFL and ESL writers. International Journal of Learner Corpus Research, (), –. 10.1075/ijlcr.16019.rau
    https://doi.org/10.1075/ijlcr.16019.rau [Google Scholar]
  46. Revelle, W.
    (2022) psych: Procedures for psychological, psychometric, and personality research (Version 2.2.9). Northwestern University. https://CRAN.R-project.org/package=psych
    [Google Scholar]
  47. Salaberry, M. R.
    (1999) The development of past tense verbal morphology in classroom L2 Spanish. Applied Linguistics, (), –. 10.1093/applin/20.2.151
    https://doi.org/10.1093/applin/20.2.151 [Google Scholar]
  48. (2000a) The acquisition of English past tense in an instructional setting. System, (), –. 10.1016/S0346‑251X(99)00065‑2
    https://doi.org/10.1016/S0346-251X(99)00065-2 [Google Scholar]
  49. (2000b) The development of past tense morphology in L2 Spanish. John Benjamins. 10.1075/sibil.22
    https://doi.org/10.1075/sibil.22 [Google Scholar]
  50. (2002) Tense and aspect in the selection of Spanish past tense verbal morphology. InM. R. Salaberry & Y. Shirai (Eds.), The L2 acquisition of tense-aspect morphology (pp.–). John Benjamins. 10.1075/lald.27.16sal
    https://doi.org/10.1075/lald.27.16sal [Google Scholar]
  51. Salaberry, R.
    (2003) Tense aspect in verbal morphology. Hispania, (), –. https://www.jstor.org/stable/20062909. 10.2307/20062909
    https://doi.org/10.2307/20062909 [Google Scholar]
  52. Salaberry, M. R.
    (2008) Marking past tense in second language acquisition: A theoretical model. Continuum.
    [Google Scholar]
  53. (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, (), –. 10.1017/S1366728910000052
    https://doi.org/10.1017/S1366728910000052 [Google Scholar]
  54. (2018) Advanced conceptualizations of tense and aspect in L2 acquisition. InP. Malovrh & A. Benati (Eds.), The handbook of advanced proficiency in second language acquisition (pp.–). Wiley Online Library. 10.1002/9781119261650.ch19
    https://doi.org/10.1002/9781119261650.ch19 [Google Scholar]
  55. Schwenter, S. A., & Cacoullos, R. T.
    (2008) Defaults and indeterminacy in temporal grammaticalization: The ‘perfect’ road to perfective. Language variation and change, (), –. 10.1017/S0954394508000057
    https://doi.org/10.1017/S0954394508000057 [Google Scholar]
  56. Silva-Corvalán, C.
    (1983) Tense and aspect in oral Spanish narrative: Context and meaning. Language, (), –. 10.2307/413372
    https://doi.org/10.2307/413372 [Google Scholar]
  57. Skehan, P.
    (2009) Modelling second language performance: Integrating complexity, accuracy, fluency, and lexis. Applied linguistics, (), –. 10.1093/applin/amp047
    https://doi.org/10.1093/applin/amp047 [Google Scholar]
  58. Tracy-Ventura, N., & Cuesta Medina, J. A.
    (2018) Can native-speaker corpora help explain L2 acquisition of tense and aspect? A study of the “input”. International Journal of Learner Corpus Research, (), –. 10.1075/ijlcr.17001.tra
    https://doi.org/10.1075/ijlcr.17001.tra [Google Scholar]
  59. 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, (), –. 10.1075/ijlcr.1.1.03tra
    https://doi.org/10.1075/ijlcr.1.1.03tra [Google Scholar]
  60. University of Wisconsin
    University of Wisconsin (2011) The University of Wisconsin College-Level Placement Test: Spanish (Grammar) Form 96M. University of Wisconsin Press.
    [Google Scholar]
  61. Vandeweerd, N., Housen, A., & Paquot, M.
    (2022) Comparing the longitudinal development of phraseological complexity across oral and written tasks. Studies in Second Language Acquisition, –. 10.1017/S0272263122000389
    https://doi.org/10.1017/S0272263122000389 [Google Scholar]
  62. Werner, V.
    (2014) The present perfect in World Englishes: Charting unity and diversity. University of Bamberg Press.
    [Google Scholar]
  63. Wulff, S., Ellis, N. C., Römer, U., Bardovi-Harlig, K., & Leblanc, C. J.
    (2009) The acquisition of tense–aspect: Converging evidence from corpora and telicity ratings. The Modern Language Journal, (), –. 10.1111/j.1540‑4781.2009.00895.x
    https://doi.org/10.1111/j.1540-4781.2009.00895.x [Google Scholar]
  64. Yamada, A., Davidson, S., Fernández-Mira, P., Carando, A., Sagae, K., & Sánchez-Gutiérrez, C.
    (2020) COWS-L2H: A corpus of Spanish learner writing. Research in Corpus Linguistics, (), –. 10.32714/ricl.08.01.02
    https://doi.org/10.32714/ricl.08.01.02 [Google Scholar]
  65. Yang, Y., & Lyster, R.
    (2010) Effects of form-focused practice and feedback on Chinese EFL learners’ acquisition of regular and irregular past tense forms. Studies in Second Language Acquisition, (), –. 10.1017/S0272263109990519
    https://doi.org/10.1017/S0272263109990519 [Google Scholar]
  66. Zalbidea, J.
    (2021) On the scope of output in SLA: Task modality, salience, L2 grammar noticing, and development. Studies in Second Language Acquisition, (), –. 10.1017/S0272263120000261
    https://doi.org/10.1017/S0272263120000261 [Google Scholar]
  67. Zhao, H., & Shirai, Y.
    (2018) Arabic learners’ acquisition of English past tense morphology: Lexical aspect and phonological saliency. International Journal of Learner Corpus Research, (), –. 10.1075/ijlcr.17006.zha
    https://doi.org/10.1075/ijlcr.17006.zha [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/ijlcr.23009.min
Loading
/content/journals/10.1075/ijlcr.23009.min
Loading

Data & Media loading...

  • Article Type: Research Article
Keywords: L2 Spanish ; preterit-imperfect ; tense-aspect acquisition ; L2 grammar
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error