From empirical findings to the teaching of aspectual distinctions

Blyth, Carl S.

doi:10.1075/sibil.29.08bly

In:Tense and Aspect in Romance Languages: Theoretical and applied perspectives
Edited by Dalila Ayoun and M. Rafael Salaberry
[Studies in Bilingualism 29] 2005
► pp. 211–252

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From empirical findings to the teaching of aspectual distinctions

Carl S. Blyth

Published online: 18 August 2005

https://doi.org/10.1075/sibil.29.08bly

Cited by (18)

Cited by 18 other publications

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Mañas Navarrete, I., E. Rosado Villegas, S. Mujcinovic & N. Fullana Rivera

2025. Acquisition of modal readings of the Imperfect tense in L2 Spanish. Language Acquisition 32:2 ► pp. 216 ff.

Quintana Hernández, Lucía

2023. Aportaciones de la investigación de la adquisición de la morfología temporoaspectual a la didáctica del español como L2. ELUA: Estudios de Lingüística. Universidad de Alicante :40 ► pp. 311 ff.

Russi , Cinzia

2023. ESSERE O AVERE? UNA PROPOSTA DI APPLICAZIONE DELLA GRAMMATICA COGNITIVA ALL’INSEGNAMENTO DELLA SELEZIONE DELL’AUSILIARE IN ITALIANO L2. Italiano LinguaDue 15:2 ► pp. 104 ff.

Bardovi-Harlig, Kathleen & Llorenç Comajoan-Colomé

2022. The relation of second language acquisition, instructed second language acquisition, and language teaching from the lens of second language tense-aspect. Language Teaching 55:3 ► pp. 289 ff.

Bardovi-Harlig, Kathleen & Llorenç Comajoan-Colomé

2025. A critical review of instructional-effect studies of past tense-aspect: language development and pedagogical implications. Journal of Spanish Language Teaching 12:1 ► pp. 1 ff.

Cintrón-Valentín, Myrna C. & Lorenzo García-Amaya

2021. INVESTIGATING TEXTUAL ENHANCEMENT AND CAPTIONS IN L2 GRAMMAR AND VOCABULARY. Studies in Second Language Acquisition 43:5 ► pp. 1068 ff.

Comajoan-Colomé, Llorenç & Ares Llop Naya

2021. An SLA-Informed and Cognitive Linguistic Approach to the Teaching of L2 Catalan Tense-Aspect. Círculo de Lingüística Aplicada a la Comunicación 87 ► pp. 95 ff.

GARCÍA–AMAYA, LORENZO & MYRNA C. CINTRÓN–VALENTÍN

2021. The Effects of Textually Enhanced Captions on Written Elicited Imitation in L2 Grammar. The Modern Language Journal 105:4 ► pp. 919 ff.

Quintana Hernández, Lucía & Beatriz Rodríguez Arrizabalaga

2021. Tiempo, aspecto y modo en segundas lenguas (TAML2). Estudios recientes de Lingüística Aplicada. Círculo de Lingüística Aplicada a la Comunicación 87 ► pp. 1 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.

IZQUIERDO, JESÚS & MARIA KIHLSTEDT

2019. L2 Imperfective Functions With Verb Types in Written Narratives: A Cross–Sectional Study With Instructed Hispanophone Learners of French. The Modern Language Journal 103:1 ► pp. 291 ff.

Wicher, Oliver

2018. Phraseological usage patterns of past tenses. In Tense, Aspect, Modality and Evidentiality [Studies in Language Companion Series, 197], ► pp. 309 ff.

Castañeda, Daniel A. & Moon-Heum Cho

2013. The role of wiki writing in learning Spanish grammar. Computer Assisted Language Learning 26:4 ► pp. 334 ff.

Colomé, Llorenç Comajoan

2013. Tense and Aspect in Second Language Spanish. In The Handbook of Spanish Second Language Acquisition, ► pp. 235 ff.

Castañeda, Daniel A.

2011. The Effects of Instruction Enhanced by Video/Photo Blogs and Wikis on Learning the Distinctions of the Spanish Preterite and Imperfect. Foreign Language Annals 44:4 ► pp. 692 ff.

Izquierdo, Jesús

2009. L'aspect lexical et le développement du passé composé et de l'imparfait en français L2 : Une étude quantitative auprès d'apprenants hispanophones. The Canadian Modern Language Review 65:4 ► pp. 587 ff.

Izquierdo, Jesús

2014. Multimedia Instruction in Foreign Language Classrooms: Effects on the Acquisition of the French Perfective and Imperfective Distinction. The Canadian Modern Language Review 70:2 ► pp. 188 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.

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