In:The Second Language Acquisition of English Tense, Aspect and Modality
Dalila Ayoun
[Not in series 243] 2025
► pp. 132–159
Chapter 8Discussion and conclusion
Published online: 5 June 2025
https://doi.org/10.1075/z.243.c8
https://doi.org/10.1075/z.243.c8
Article outline
- 8.1Introduction
- 8.2Addressing the research questions
- 8.2.1Does the L2 learners’ interlanguage grammar display contrasts and systematicity? That is, do L2 learners acquire temporal, aspectual, modal and mood contrasts, and do they consistently use TA properties and modal auxiliaries in the appropriate contexts with their intended meanings?
- 8.2.2Do L2 learners acquire target-like use of inflectional morphology?
- 8.2.3Will there be an acquisition order to the modal auxiliaries?
Will there be a modal effect? - 8.2.4Do L2 learners produce well-formed sentences with appropriate adverb and negation placement as well as pronominal inversion with do-support?
- 8.2.5Will there be an elicitation task effect and will it depend on the L2 learners’ proficiency level?
- 8.2.6Does the L2 learners’ performance improve with their proficiency level eventually leading to near-native performance levels, and does the naturalistic setting of the ESL learners facilitate their acquisition of TAM properties more than the foreign language classroom setting of the EFL learners?
- 8.3Addressing the Interface and the Feature Reassembly hypotheses
- 8.3.1The Interface hypothesis
- 8.3.2The Feature Reassembly hypothesis
- 8.4Conclusion
Note
