The second language acquisition of French tense, aspect, mood and modality / Dalila Ayoun.

Format:

Book

Author/Creator:

Ayoun, Dalila, 1963-

Series:

AILA Applied Linguistics Series, 1875-1113 ; v. 10

Language:

English

Subjects (All):

French language--Study and teaching--English speakers.

French language.

French language--Grammar--Study and teaching.

Second language acquisition.

Cohesion (Linguistics).

Physical Description:

xii, 252 p.

Edition:

1st ed.

Place of Publication:

Amsterdam : John Benjamins Publishing Company, 2013.

Language Note:

English

Summary:

Temporal-aspectual systems have a great potential of informing our understanding of the developing competence of second language learners. So far, the vast majority of empirical studies investigating L2 acquisition have largely focused on past temporality, neglecting the acquisition of the expression of the present and future temporalities with rare exceptions (aside from ESL learners), leaving unanswered the question of how the investigation of different types of temporality may inform our understanding of the acquisition of temporal, aspectual and mood systems as a whole. This monograph addresses this question by focusing on three main objectives: a) to contribute to the already impressive body of research in the L2 acquisition of tense, aspect and mood/modality from a generative perspective, and in so doing to present a more complete picture of the processes of L2 acquisition in general; b) to bridge the gap between linguistic theory and L2 acquisition; c) to make empirical findings more accessible to language instructors by proposing concrete pedagogical applications.

Contents:

The Second Language Acquisition of French Tense, Aspect, Mood and Modality

Editorial page

Title page

LCC data

Dedication page

Table of contents

Preface

Acknowledgments

Tense, temporality and aspect

1.1 Introduction: The concepts of time, tense and aspect

1.2 Past temporality and aspect

1.3 Present temporality and aspect

1.3.1 The simple present or indicative present

1.3.2 The present progressive

1.4 Future temporality and aspect

1.5 Summary

Mood and modality

2.1 Introduction

2.2 Mood in French and English

2.2.1 Overview

2.2.2 The indicative and subjunctive alternation in French

2.2.3 The conditional mood

2.2.4 The imperative mood

2.2.5 The infinitive, present and past participles

2.3 Modality in French and English

2.3.1 Expressing modality in English

2.3.2 Expressing modality in French

2.3.2.1 Devoir

2.3.2.2 Pouvoir

2.3.2.3 Savoir

2.3.2.4 Falloir

2.4 Summary

Tense, aspect, modality and the minimalist program

3.1 Introduction

3.2 From parameter-setting theory to current minimalist assumptions

3.3 Minimalist assumptions for tense, aspect and mood/modality

3.3.1 Functional categories

3.3.2 The aspect phrase

3.3.3 Cross-linguistic variation

3.4 From theoretical assumptions to language acquisition theory

3.5 Current second language acquisition theory

3.5.1 Introduction: From one end of the spectrum to the other

3.5.2 Impairment hypotheses

3.5.3 The critical period hypothesis and ultimate attainment

3.5.3.1 A neurological basis for the critical period hypothesis?

3.5.3.2 The critical period hypothesis in second language acquisition

3.5.4 Access to Universal Grammar hypotheses

3.6 Summary

The second language acquisition of tense, mood and aspect

4.1 Introduction.

4.2 Literature review of non-generative L2 French studies

4.2.1 Past temporality and aspect

4.2.2 Present temporality and aspect

4.2.3 Future temporality and aspect

4.2.4 Mood and modality

4.2.5 Summary

4.3 Literature review of generative L2 French studies

4.4 Literature review of generative L2 studies in other languages

4.4.1 L2 English

4.4.2 L2 Spanish and Portuguese

4.4.3 Heritage learners of Russian and Spanish

4.4.4 Summary

Methodology and findings

1. Introduction

2. Research questions

3. Participants

4. Elicitation tasks and data collection

5. Findings of the production tasks

5.1 Production task: Session 2, task 1

5.2 Production task: Session 3, task 1

5.3 Production task: Session 4, task 1

5.4 Summary

Findings

1. Cloze test: Session 2, task 2

2. Cloze tests: Session 5, task 1

3. Cloze tests: Session 5, task 2

4. Summary of the cloze tests

1. Sentence completion: Session 3, task 2

2. Sentence completion task: Session 4, task 2

3. Summary

4. Discussion and conclusion

4.1 Research questions

4.1.1 Does the L2 learners' interlanguage grammar display contrasts and ­systematicity? Do they acquire aspectual, modal and mood contrasts (e.g. indicative vs subjunctive)?

4.1.2 Does the L2 learners' performance improve with their proficiency level ­eventually leading to near-native performance levels?

4.1.3 Do the L2 learners acquire targetlike use of inflectional morphology?

4.1.4 Will there be an elicitation task effect and will it vary with proficiency?

4.2 From a minimalist perspective

Pedagogical implications for foreign language learners and teachers

6.1 Introduction

6.2 Current pedagogical issues

6.3 A selected literature review of classroom-based studies in TAM

6.3.1 French immersion studies in Canada.

6.3.2 Classroom-based studies in North America

6.4 Input, saliency and frequency

6.4.1 Le futur antérieur

6.4.2 The indicative-subjunctive alternation

6.4.3 Modal verbs

6.5 Back to basics

6.5.1 The classroom language learner

6.5.2 Input and interaction

6.5.3 Intake

6.5.4 Output

6.5.5 Feedback

6.5.6 Metalinguistic knowledge

6.6 Current instructional approaches and hypotheses

6.6.1 Processing instruction

6.6.2 Focus on form(s) and focus on meaning

6.6.3 Counterbalance hypothesis

6.6.4 Teachability hypothesis and Processability theory

6.6.5 Competing systems hypothesis

6.7 Computer-based technologies

6.8 A few practical suggestions

Directions for future research

7.1 Introduction

7.2 Overview

7.3 Future research

7.3.1 Present temporality

7.3.2 Future temporality

7.3.3 Mood and modality

7.3.4 Modals and modal expressions

7.3.5 Methodology

Appendices

Appendix A. Summary of L2 French non‑generative studies

Appendix B - Participants' background information

Appendix C - Production task summary (session 3, task 1)

Group 3

Apppendix C - Production task summary (session 4, task 1)

Group 1

Group 2

Appendix D

References

Name index

Subjects index.

Notes:

Bibliographic Level Mode of Issuance: Monograph

Includes bibliographical references and index.

ISBN:

9789027271785

902727178X

OCLC:

851972603