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Developmental readiness and tense/as...

Northern Arizona University.

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Developmental readiness and tense/aspect: An instructional study of L2 preterit and imperfect acquisition in Spanish.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Developmental readiness and tense/aspect: An instructional study of L2 preterit and imperfect acquisition in Spanish./
作者:	Tracy-Ventura, Nicole.
面頁冊數:	216 p.
附註:	Adviser: Mary McGroarty.
Contained By:	Dissertation Abstracts International69-06A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3318494
ISBN:	9780549679479

Developmental readiness and tense/aspect: An instructional study of L2 preterit and imperfect acquisition in Spanish.
Tracy-Ventura, Nicole.

Developmental readiness and tense/aspect: An instructional study of L2 preterit and imperfect acquisition in Spanish. - 216 p.

Adviser: Mary McGroarty.

Thesis (Ph.D.)--Northern Arizona University, 2008.

This study investigated the effect of treatment type on instructed second language learners' acquisition of past tense morphology in Spanish. Instructional treatments and measures of acquisition were based on the predictive framework of the Aspect Hypothesis (Andersen, 1991; Andersen & Shirai, 1996) and Pienemann's (1998) Teachability Hypothesis. A total of 56 postsecondary learners from five low-intermediate classes of Spanish as a foreign language participated in one of three conditions lasting approximately two hours: form-focused developmentally ready (the middle stages of preterit/imperfect acquisition, n=20), form-focused advanced (n=24), and meaning-focused comparison (n=12). Three pre-, immediate, and delayed posttests measuring different linguistic abilities were used to investigate the effectiveness of instructional treatments on three dimensions of acquisition: (1) emergence, (2) attempts, and (3) accuracy of the target forms. In addition, a post-treatment questionnaire was used to investigate learner perceptions of the usefulness of the corresponding classroom tasks. Based on pretest data from an oral interview and a written narrative, five stages of preterit and imperfect acquisition were revealed. Stages four (emergence of imperfect morphology with accomplishments) and five (emergence of imperfect morphology with achievements) were the targets of the two treatment conditions.

ISBN: 9780549679479Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Developmental readiness and tense/aspect: An instructional study of L2 preterit and imperfect acquisition in Spanish.
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520 $a This study investigated the effect of treatment type on instructed second language learners' acquisition of past tense morphology in Spanish. Instructional treatments and measures of acquisition were based on the predictive framework of the Aspect Hypothesis (Andersen, 1991; Andersen & Shirai, 1996) and Pienemann's (1998) Teachability Hypothesis. A total of 56 postsecondary learners from five low-intermediate classes of Spanish as a foreign language participated in one of three conditions lasting approximately two hours: form-focused developmentally ready (the middle stages of preterit/imperfect acquisition, n=20), form-focused advanced (n=24), and meaning-focused comparison (n=12). Three pre-, immediate, and delayed posttests measuring different linguistic abilities were used to investigate the effectiveness of instructional treatments on three dimensions of acquisition: (1) emergence, (2) attempts, and (3) accuracy of the target forms. In addition, a post-treatment questionnaire was used to investigate learner perceptions of the usefulness of the corresponding classroom tasks. Based on pretest data from an oral interview and a written narrative, five stages of preterit and imperfect acquisition were revealed. Stages four (emergence of imperfect morphology with accomplishments) and five (emergence of imperfect morphology with achievements) were the targets of the two treatment conditions.
520 $a Results of interventions point to different outcomes depending on the measure of acquisition. Developmentally ready instruction appears to be more effective for stage development (i.e., emergence), whereas explicit instruction, even if developmentally advanced, is effective for improving accuracy of the imperfect on a fill-in-the-blank test. However, explicit instruction and meaning-focused instruction were both effective for improving accuracy of the preterit or the imperfect on the oral interview and written narration tasks. These findings provide preliminary support for the Teachability Hypothesis in L2 tense-aspect acquisition and for the preterit as a 'default past tense marker' (Salaberry, 1999, 2000). Additionally, they point to the need for frequent examples of nonprototypical pairings of grammatical and inherent aspect (i.e., punctual events in the imperfect and states in the preterit) in Spanish instructional materials, as well as more exposure to longer discourse contexts for a variety of verb types and tenses. Future research is needed to replicate these findings.
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