Chapter 4. There is no time like the present
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Dalila Ayoun
Abstract
In-depth longitudinal case studies have the tremendous potential of answering the long-standing question of ultimate attainment in second language (L2) acquisition (Hyltenstam & Abrahamsson 2003). However, there are very few such studies, particularly focusing on tense, aspect, mood/modality (TAM) with the notable exception of the longitudinal case study of Patty, a Chinese adult immigrant learner of English (Lardiere 2007). This chapter focuses on the post-puberty L2 acquisition of French in an instructed setting of Billy, an anglophone learner. Qualitative analyses of written data elicited over a three year period will allow us to address the following research questions: (a) can an instructed learner build a native-like TAM system?; (b) where does present indicative and subjunctive alternation fit in the learner’s TAM system?; (c) is the instructed setting of a foreign language classroom sufficient to achieve ultimate attainment (Billy has never been abroad in a French-speaking country)? Findings show that Billy consistently marks tense and contrasts various temporalities, suggesting that his L2 acquisition of French is successful, but with a task effect betraying a not yet complete acquisition of subtle temporal distinctions.
Abstract
In-depth longitudinal case studies have the tremendous potential of answering the long-standing question of ultimate attainment in second language (L2) acquisition (Hyltenstam & Abrahamsson 2003). However, there are very few such studies, particularly focusing on tense, aspect, mood/modality (TAM) with the notable exception of the longitudinal case study of Patty, a Chinese adult immigrant learner of English (Lardiere 2007). This chapter focuses on the post-puberty L2 acquisition of French in an instructed setting of Billy, an anglophone learner. Qualitative analyses of written data elicited over a three year period will allow us to address the following research questions: (a) can an instructed learner build a native-like TAM system?; (b) where does present indicative and subjunctive alternation fit in the learner’s TAM system?; (c) is the instructed setting of a foreign language classroom sufficient to achieve ultimate attainment (Billy has never been abroad in a French-speaking country)? Findings show that Billy consistently marks tense and contrasts various temporalities, suggesting that his L2 acquisition of French is successful, but with a task effect betraying a not yet complete acquisition of subtle temporal distinctions.
Chapters in this book
- Prelim pages i
- Table of contents v
- Preface vii
- Acknowledgments xi
- About the contributors and editor xiii
- Chapter 1. The development of third person singular present form -s 1
- Chapter 2. Zero-present under past in child French 21
- Chapter 3. The L2 acquisition of the English present simple – present progressive distinction 57
- Chapter 4. There is no time like the present 87
- Chapter 5. Examining the influence of transfer and prototypes on the acquisition of the present progressive in L2 Spanish 113
- Chapter 6. Formation and function of the simple present in conversational L2 Russian 153
- Chapter 7. L2 acquisition of English aspect by L1 Arabic speakers 185
- Chapter 8. The L2 acquisition of the present in the Japanese tense-aspect system 215
- Chapter 9. Present tense as a neutral form in the L2 French of Chinese L1 speakers 253
- Chapter 10. The simple present and the expression of temporality in L1 English and L2 English oral narratives 289
- Chapter 11. Conclusions and directions for future research 335
- Subject Index 341
- Name Index 345
Chapters in this book
- Prelim pages i
- Table of contents v
- Preface vii
- Acknowledgments xi
- About the contributors and editor xiii
- Chapter 1. The development of third person singular present form -s 1
- Chapter 2. Zero-present under past in child French 21
- Chapter 3. The L2 acquisition of the English present simple – present progressive distinction 57
- Chapter 4. There is no time like the present 87
- Chapter 5. Examining the influence of transfer and prototypes on the acquisition of the present progressive in L2 Spanish 113
- Chapter 6. Formation and function of the simple present in conversational L2 Russian 153
- Chapter 7. L2 acquisition of English aspect by L1 Arabic speakers 185
- Chapter 8. The L2 acquisition of the present in the Japanese tense-aspect system 215
- Chapter 9. Present tense as a neutral form in the L2 French of Chinese L1 speakers 253
- Chapter 10. The simple present and the expression of temporality in L1 English and L2 English oral narratives 289
- Chapter 11. Conclusions and directions for future research 335
- Subject Index 341
- Name Index 345
