8. How do learners acquire the classical three categories of temporality? Evidence from L2 Italian

Giacalone Ramat, Anna

doi:10.1075/lald.27.11gia

In:The L2 Acquisition of Tense–Aspect Morphology
Edited by M. Rafael Salaberry and Yasuhiro Shirai
[Language Acquisition and Language Disorders 27] 2002
► pp. 221–248

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8. How do learners acquire the classical three categories of temporality? Evidence from L2 Italian

Anna Giacalone Ramat

Published online: 24 October 2002

https://doi.org/10.1075/lald.27.11gia

Cited by (25)

Cited by 25 other publications

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Toth, Zuzana, Tomáš Hlava & Beatriz Gómez-Pablos

2024. Tense and aspect in the interlanguage of Slavic speakers learning Romance languages. International Journal of Multilingualism 21:4 ► pp. 2239 ff.

Vallerossa, Francesco

2024. ‘I think mangiò might be passé simple’: exploring multilingual learners’ reflections on past tense verb morphology. International Journal of Multilingualism 21:1 ► pp. 112 ff.

Mocciaro, Egle

2023. INTRODUZIONE. Italiano LinguaDue 15:2 ► pp. i ff.

Vallerossa, Francesco & Zuzana Toth

2023. TEMPO E ASPETTO NELLE INTERLINGUE DI APPRENDENTI DI ITALIANO: CONSIDERAZIONI METODOLOGICHE IN PROSPETTIVA PLURILINGUE. Italiano LinguaDue 15:2 ► pp. 21 ff.

Vallerossa, Francesco & Camilla Bardel

2023. Always trust your gut?. Language, Interaction and Acquisition 14:1 ► pp. 41 ff.

Vallerossa, Francesco, Anna Gudmundson, Anna Bergström & Camilla Bardel

2023. Learning aspect in Italian as additional language. The role of second languages. International Review of Applied Linguistics in Language Teaching 61:3 ► pp. 1139 ff.

Whitehead Martelle, Wendy & Yasuhiro Shirai

2023. The Aspect Hypothesis and L2 Russian. Frontiers in Language Sciences 2

Zeng, Xiaoyan, Yasuhiro Shirai & Xiaoxiang Chen

2021. Universals and transfer in the acquisition of the progressive aspect: Evidence from L1 Chinese, German, and Spanish learners’ use of the progressive-ingin spoken English. International Review of Applied Linguistics in Language Teaching 59:2 ► pp. 267 ff.

Zeng, Xiaoyan, Yasuhiro Shirai & Xiaoxiang Chen

2023. A corpus-based study of the acquisition of the English progressive by L1 Chinese learners: from prototypical activities to marked statives. Linguistics 61:3 ► pp. 749 ff.

Bardovi-Harlig, Kathleen & Llorenç Comajoan-Colomé

2020. THE ASPECT HYPOTHESIS AND THE ACQUISITION OF L2 PAST MORPHOLOGY IN THE LAST 20 YEARS. Studies in Second Language Acquisition 42:5 ► pp. 1137 ff.

Martins, Custódio & Mário Pinharanda-Nunes

2020. The Lexical Aspect Hypothesis. In Linguistic approaches to portuguese as an additional language [Issues in Hispanic and Lusophone Linguistics, 24], ► pp. 109 ff.

Domínguez, Laura

2019. A ‘mixed methods’ approach for investigating aspect in a second language. Dutch Journal of Applied Linguistics 8:1 ► pp. 41 ff.

Toth, Zuzana

2019. Tense and Aspect in L3 Interlanguage. The Effect of Lexical Aspect and Discourse Grounding on the Development of Tense and Aspect Marking in L3 Italian. In International Research on Multilingualism: Breaking with the Monolingual Perspective [Multilingual Education, 35], ► pp. 233 ff.

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

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.

Salaberry, M. Rafael

2018. Advanced Conceptualizations of Tense and Aspect in L2 Acquisition. In The Handbook of Advanced Proficiency in Second Language Acquisition, ► pp. 361 ff.

Diaubalick, Tim & Pedro Guijarro Fuentes

2017. L1 effects as manifestations of individual differences in the L2 acquisition of the Spanish tense-aspect-system. In Multidisciplinary approaches to bilingualism in the Hispanic and Lusophone world [Issues in Hispanic and Lusophone Linguistics, 13], ► pp. 9 ff.

Diaubalick, Tim & Pedro Guijarro-Fuentes

2019. The strength of L1 effects on tense and aspect: How German learners of L2 Spanish deal with acquisitional problems. Language Acquisition 26:3 ► pp. 282 ff.

Kihlstedt, Maria

2015. Acquisition of the imparfait in L2 French in adults and children: The same or different?. Language, Interaction and Acquisition 6:1 ► pp. 74 ff.

Ryu, Ju‐Yeon, Kaoru Horie & Yasuhiro Shirai

2015. Acquisition of the Korean Imperfective Aspect Markers –ko iss– and –a iss– by Japanese Learners: A Multiple‐Factor Account. Language Learning 65:4 ► pp. 791 ff.

DOMÍNGUEZ, LAURA, NICOLE TRACY-VENTURA, MARÍA J. ARCHE, ROSAMOND MITCHELL & FLORENCE MYLES

2013. The role of dynamic contrasts in the L2 acquisition of Spanish past tense morphology. Bilingualism: Language and Cognition 16:3 ► pp. 558 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.

Lee, EunHee & Hae‐Young Kim

2007. On Crosslinguistic Variations in Imperfective Aspect: The Case of L2 Korean. Language Learning 57:4 ► pp. 651 ff.

Comajoan, Llorenç

2006. The Aspect Hypothesis: Development of Morphology and Appropriateness of Use. Language Learning 56:2 ► pp. 201 ff.

Squartini, Mario & Carla Marello

2004. Plurilinguisme et didactique des langues : quelques applications de l'Aspect Hypothesis. Revue française de linguistique appliquée Vol. IX:2 ► pp. 95 ff.

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