INDEX

A diagnostic tests for in terms of aspec-

Abdullah (participant in IEP studies), tual categories, 221–26, 273nn5, 6
130 table 3.2, 356 table 6.1, grounding, 301–4, 304 table 5.4; dis-
359–61 tribution of verbal morphology,
tense-aspect morphology emergence 309 fig 5.4, 310–12, 310 fig. 5.5,
studies, 143, 144–47 table 3.4, 311 table 5.8
150–53 table 3.5, 161–164 table patterned together with accomplish-
3.7, 165, 171 table 3.8; on adver- ments as events, 215, 231, 273n7
bials and acquisition of the simple (see also events)
past, 52–53, 54 table 2.3, 57, 61; verb forms used to mark, 227–28,
on adverbials and reverse-order- 245–46 table 4.4, 246–51, 248–49
reports, 69, 80–83 table 2.7; ob- table 4.5, 258–61, 349; by Ger-
servational study of effects of man-speaking child learners of
instruction, 373–77 table 6.2, English, 267–68, 275n25; imper-
378, 379, 380–83 table 6.3, 385, fective past, 234–37; in Japanese,
387 table 6.4, 395 255 table 4.7, 427–28; by learners
accomplishments (ACC), 215–20, 300, of Spanish, 252–54, 253 table 4.6;
312–16, 428–29 perfective past, 228–34, 423; the
diagnostic tests for in terms of aspec- progressive, 237–38, 268, 424
tual categories, 221–26, 273n5 acquisitional sequences, 12 fig. 1.1, 13,
grounding, 301–4, 304 table 5.4, 430; 94–95, 254–55, 418–23; as an area
distribution of verbal morphology, for further research, 405, 413,
306, 308–9, 309 fig. 5.4, 309 table 422–23; morpheme order studies,
5.7, 310 fig. 5.5, 311 fig. 5.6, 312, 4–6, 20n2
312 fig. 5.7 action-in-progress: as area for further
patterned together with achieve- meaning-oriented research, 416;
ments as events, 215, 231, 273n7 English progressive described as
(see also events) a, 211; as a feature of the past
verb forms used to mark, 227–28, progressive, 104
245–46 table 4.4, 246–51, 248–49 activities (ACT), 215–20, 238, 270,
table 4.5, 258–61, 265, 349; im- 312–16
perfective past, 234–37; by learn- diagnostic tests for in terms of aspec-
ers of Japanese, 255 table 4.7; by tual categories, 222–26, 273n5
learners of Spanish, 253 table grounding, 302–4, 304 table 5.4, 430;
4.6, 254; perfective past, 228–34, distribution of verbal morphology,
423; the progressive, 237–38, 424 305–6, 305 table 5.5, 307 table
accuracy orders of English past tense, 5.6, 308 fig. 5.3, 309 fig. 5.4, 310
94–95; Ellis’s study of, 5, 8–9 fig. 5.5, 311 fig. 5.6, 312, 312 fig.
achievements (ACH), 197, 215–20, 300, 5.7
312–16, 428–29 and statives grouped together as
atelic predicates, 215, 231

463
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464 Index

verb forms used to mark, 227–28, 403; reporting of foreground and

245–46 table 4.4, 248–49 table background events, 281, 290–91
4.5, 248–51, 258–61, 265, 350; by Arabic, speakers of, English as target
German-speaking child learners language for in IEP studies,
of English, 267–68, 275n25; im- 41–42, 140–74, 144–47 table 3.4,
perfective past, 234–37; in Japa- 150–53 table 3.5, 161–64 table
nese, 255 table 4.7, 427–28; by 3.7, 170–73 table 3.8, 182–83,
learners of Spanish, 253 table 242; on adverbials and acquisition
4.6, 254, 256, 257 table 4.8, 262, of simple past morphology, 49–63,
263 table 4.10, 268–69; perfective 54–56 table 2.3; film retell tasks,
past, 230–31, 233, 423; the pro- 75, 77, 242, 244, 323–24, 328–30;
gressive, 237–39, 424 observational study of effects of
adverbials, 108–9, 414 (see also temporal instruction, 373–77 table 6.2,
adverbials) 373–91, 380–83 table 6.3, 387 ta-
relationship to acquisition of simple ble 6.4; profiles of participants,
past morphology, 49–63, 156, 166; 127–28, 130–37 table 3.2, 356 ta-
use to signal reverse-order re- ble 6.1; reporting of foreground
ports, 65–66, 68, 73–75 and background events, 280,
adverbs, 2, 52, 92n17, 349 283–84, 301–2; reverse-order re-
AKL Intermediate (O’Neill), 353 ports, 67–87, 69–72 table 2.4,
Aksu-Koç, A., 283 80–83 table 2.7
Andersen, R. W., 4–5, 205, 407n9, 412, Aristotelian classification system,
429 Vendler categories traced back to,
aspect studies, 114, 195–97, 214, 220, 215
250–51, 424–26; on the perfective aspect, grammatical (viewpoint aspect),
past, 229, 230; principles on tense- 10, 96, 101–3, 192; and the aspect
aspect morphology and lexical as- hypothesis, 205, 211–13, 227 (see
pectual classes, 313–15, 337n10 also aspect hypothesis); contrast
on the progressive, 105, 211, 316–17 between simple past and past pro-
study of acquisition of Spanish by gressive in English, 104–6, 126; of
English-speaking children, 114, the present perfect, 109, 188n10;
124; tests of the Vendler catego- relationship to lexical aspect,
ries, 217–18, 218 table 4.3 196–97, 227
anteriority: expressed by the Plusquam- aspect, lexical (inherent aspect), 10, 96,
perfekt, 118; as a feature of the 192, 266–67, 290
present perfect and the simple aspect hypothesis based on, 193, 196,
past, 107–8; reference to in mor- 205, 213–27, 435 (see also aspect
phological stage, 46–47 hypothesis)
Antinucci, F., 193–94 assessment of influence on tense-as-
Arabic, speakers of (see also Moroccan pect morphology, 251–65,
Arabic) 300–304, 349; across-category
English as target language for, stud- analysis, 254–65, 255 table 4.7,
ies on (see also Arabic, speakers of, 257 table 4.8, 259 fig. 4.3,
English as target language for in 260–61 table 4.9, 264 fig. 4.4,
IEP studies); European Science 268–69; across-category analysis
Foundation, 97–100 table 3.1 converted to a within-category
French as target language for, studies analysis, 258, 262–64, 263 table
on, 24, 27–28 table 2.1, 33–34, 4.10; within-category analysis,
287 table 5.1, 399–400 table 6.5, 245–46 table 4.4, 248–49 table
4.5, 256–65, 259 fig. 4.3, 263 table
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Index 465

4.10, 264 fig. 4.4, 267, 269; auxiliary verbs, 103, 118, 155; use in
within-category analysis con- French and Italian, 101, 102, 109,
verted to an across-category 115–16, 419
analysis, 258–62, 260–61 table Azar, B. S., textbook used in IEP, 353
4.9
relationship to grammatical aspect,
196–97, 227 B
aspect hypothesis/aspect studies, 12 fig. background
1.1, 14, 191–97, 227–37, 423–26, discourse studies on, 278, 284,
435 304–12, 318, 430–31
as an area for further research, 410, reporting of events in, 280, 282–85,
413, 424, 426–30 289–92, 312–17, 336n4; in cross-
challenges to, 251, 265–71 sectional study, 294–99, 301–4,
defective tense hypothesis as early 304 table 5.4; in film retell task
version of, 196–97 of irrealis text, 322–27; in per-
and the discourse hypothesis: com- sonal and impersonal narratives
parison, 299–304, 337n5; integra- from conversational interviews,
tion with, 312–17 333–35, 333 table 5.9; during
empirical evidence in support of, “personalized” narrative based on
304–12 The Tin Toy, 328–32; telic and
environments for learning included atelic verbs in, 301–3
in, 404–5 Bailey, N., 175
IEP study, 239–51 Banfi, E., 25, 44, 90n7, 320, 334; on lexical
imperfective past use, 227, 234–37, aspect, 214, 272n3; study of acqui-
426 sition of Italian verbal morphol-
lexical aspect as basis for, 193, 196, ogy, 114–15, 187n1
205, 213–27 (see also aspect, lexi- Bardovi-Harlig, Kathleen, 9, 258, 317,
cal) 418, 434 (see also Intensive Eng-
linguistic concepts employed by (see lish Program); aspect hypothesis
aspect, grammatical; aspect, lexi- studies, 197, 232–33, 266–67, 271;
cal) interlanguage data on back-
methods for studying, 197–205 ground and foreground reporting,
perfective past use, 227, 228–34 283–84; meaning-oriented study
in primary language acquisition, of acquisition of temporal expres-
193–95 sion, 26 table 2.1; study of L2
progressive use, 227, 237–39 temporality and narrative struc-
Reichenbachian schema for analysis, ture, 285, 286–87 table 5.1,
16–17, 20n6, 104, 126, 178–80 290–91
atelic predicates, 235, 314–15; contrasted base form(s), use of, 37, 52, 114–19, 243,
with telic predicates, as a binary 245–46 table 4.4, 248–49 table
category of lexical aspect, 213–14, 4.5, 291; for activities in film retell
272n3; in grounding of events by tasks, 237–38; distribution of by
second language learners, 301–3, grounding in L2 narratives,
337n8; place in tests of Japanese 296–97 table 5.2, 298–99 table
lexical categories, 225; statives 5.3; in encoding tense and aspect
and activities grouped together as, with past inflections, 217–18, 218
215, 231 (see also activities; table 4.3; excluded from Rohde’s
states/statives) study of German-speaking chil-
dren, 230–31, 273n10; included in
within-category analysis, 257–58;
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466 Index

by learners at morphological Catalan, preterite forms differing from

stage, 48, 112, 125; as markers for other Romance languages, 188n13
imperfectivity, 235–36, 274n13; in Catalan, as target language
“personalized” narrative based on for English speaker: studies of the
The Tin Toy, 331 aspect hypothesis based on, 205,
Bayley, R. J., 7–8, 214, 231, 244, 272n3, 206 table 4.1, 228; study of L2
275n22, 290 temporality and narrative struc-
“because” as a causal construction, use in ture, 285, 286 table 5.1; study of
reverse-order reports, 75, 85, 87 personal and impersonal narra-
Berber, speakers of, French as target lan- tives, 333–35, 333 table 5.9; study
guage for, 287 table 5.1, 290–91 of sequences in morphological de-
Bergström, A., 202, 222, 242, 434; aspect velopment, 97–100 table 3.1, 117
hypothesis tested by, 229–30, 232, for Spanish speakers, 411
235, 237, 273n9; use of film retell Center for English Language Training at
tasks, 201, 237 Indiana University, Intensive
Bhardwaj, M., 113, 396 English Program (IEP). See Inten-
Bhat, D. N. S., 90n8 sive English Program
Binnick, R. I., 104–5, 109, 215 Chichewa, speakers of, Italian as target
birth narratives, by learners and by na- language for, 30 table 2.1
tive speakers, 38–39, 90n10 child second language acquisition (see
Bloom, L., 195 also first/primary language acqui-
Boatwright, C., 43 sition)
Borges, Jorge Luis, “El Muerto”, 235 of English, by Vietnamese-speaking
Bronckart, J.-P., 194 children, use of the irregular past,
Brown, R., 420 8
Buczowska, E., 270–71 of French: by bilingual German-
Bybee, J. L., 105–6 French children, 116; immersion
learners, 116–17, 234, 236,
342–44, 351–52, 406n3
C of Spanish, by English speaking chil-
Cadierno, T., 236–37, 342, 344–45, 352 dren, use of the preterite and the
calendrical references, as lexical means imperfect, 114
for expressing temporality, 36, 52 Chinese, speakers of
Cantonese dialect. See Chinese English as target language for, 7, 9, 26
Carlos (participant in IEP studies), 128, table 2.1, 242, 427–28; in empiri-
135–36 table 3.2, 356 table 6.1, cal studies addressing the aspect
370–71 hypothesis, 206–10 table 4.1; in
tense-aspect morphology emergence ESF study of sequences in mor-
studies, 143, 144–47 table 3.4, phological development, 97–100
148–49, 150–53 table 3.5, 154, table 3.1
155, 161–64 table 3.7, 165, Italian as target language for, 97–100
167–68, 170–73 table 3.8; on ad- table 3.1, 214
verbials and reverse-order-re- Japanese as target language for, 231,
ports, 70, 78, 79, 80–83 table 2.7, 238
85–87, 86 table 2.8; observational Chinese language(s): as target language,
study of effects of instruction, 410; voiced stops in word-final po-
373–77 table 6.2, 378, 379, sition not found in, 9, 20n4
380–83 table 6.3, 384, 386, 387 chronological order, 35–36, 38–39, 46–48,
table 6.4 109, 414
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Index 467

deviation from, 46–47, 63, 107–8, 111, complements, as markers in reverse-or-

118, 177 (see also reverse-order der reports, 75, 87
reports) completeness, as a characteristic of the
as a pragmatic means for expressing foreground, 280, 300, 315
temporal relations, 12 fig. 1.1, 13, compound past, in French and Italian,
25, 35–36, 63–66, 90n4, 281–82, 101
318; examples, 31–32, 33–35 Comrie, B., 36, 96, 105–6; description of
chronos time. See reference time the pluperfect, 65, 110–11,
cloze passages, use of, 15, 392 176–77, 180
as elicitation procedure for aspect hy- concept-oriented studies, 11, 22 (see also
pothesis studies, 199, 201–2, 203, meaning-oriented studies)
206–10 table 4.1, 250, 254; on the conditional, the, in French, use of, 117
imperfective past, 236; on the per- conditional past, in English, focus on in
fective past, 230, 232–33, 273n11; investigation of instruction effect,
on the progressive, 237, 239 346–48
in experiment on input enhance- congruence principle, on use of tense as-
ment’s effect, 348–51 pect morphemes by learners,
in experiment on targeted instruction 313–15, 425–26
in early-immersion French class, connectives, as lexical means for express-
342–43 ing temporality, 12 fig. 1.1, 25, 36,
in experiment on targeted instruction 39–42, 58–59
in Spanish past tense forms, consonant clusters, 7–10, 61
344–46 contact language learners, 67 (see also
coding, in studies of tense-aspect mor- host environment)
phology: in cross-sectional studies, context: role in coding present perfect in
120–26, 188nn15, 16, 292, 337n5; IEP studies, 141, 154; use in com-
in IEP longitudinal studies, prehension of verbal morphology,
139–42, 154, 169, 174, 189nn20, 43–44
21, 241, 243 contextualized passages, use as elicita-
cognitive development: language acqui- tion procedure in study of aspect
sition distinct from in second lan- hypothesis, 201–2
guage acquisition, 89n1; continuousness: as a characteristic of the
relationship to first language ac- imperfective, 96, 211–12; as a
quisition, 89n1, 180, 190n34, characteristic of the past progres-
193–96 sive, 104
cognitive principles, 313–15, 425–26, 427 contrast: adverbs of as temporal adverbs
Collins, L., 202, 233, 273n11, 274n13, 411 used at lexical stage, 37, 91n12; as
Comajoan, L., study of English-speaking a pragmatic means for expressing
Catalan learner, 97–100 table temporal relations, 25, 33–34; use
3.1, 117, 285, 286 table 5.1, in reverse-order reports, 74 table
333–35, 333 table 5.9 2.5, 76–78
communication: functional theory of on conversational interviews. See inter-
grounding, 431; role in advance- views, conversational
ment from one stage of develop- conversations with children, 28 table
ment to another, 44–45, 91n12, 2.1, 194
415; tense seen as an element of copula, as a tense carrier, 5, 244–45,
by some ESL learners, 62; value of 303–4, 316
adverbials demonstrated in oral creole languages, 272n1, 289, 336n3
interviews, 61–62 cross-sectional studies, 120–26, 292–99
(see also individual studies); of
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468 Index

aspect hypothesis, 202–4, 206–10 pragmatic means for expressing

table 4.1, 256, 257 table 4.8; cod- temporal relations, 33–34
ing of accuracy for form, 120–26, discourse domains, 50
188nn15, 16; need for broader discourse hypothesis/discourse studies,
range of levels of proficiency, 412; 12 fig. 1.1, 14, 272, 277–79, 413,
reporting of events in background 430–31 (see also discourse struc-
and foreground, 294–99, 301–4, ture; narrative structure)
304 table 5.4; use by Hasbún, as an area for further research, 413,
234–35; use in experiment on in- 431
put enhancement, 348–52 and the aspect hypothesis: compari-
current relevance: as distinct from the son, 299–304, 337n5; integration
Gricean notion of relevance, with, 312–17
188n8; expressed by the present early criticism of, 289–90
perfect in English, 106–7 empirical evidence in support of,
294–99, 304–12
experiment on targeted instruction in
D early-immersion French class,
Dahl, Ö., 64, 105–6, 278, 279, 284 342–44
Danish, speakers of, Spanish as target discourse structure, 122, 318, 430–31 (see
language for, 206–10 table 4.1, also narrative structure); influ-
235 ence on the distribution of verbal
defective tense hypothesis, 194–97 morphology, 272, 278–79, 317–35
deictic (realis) verbal morphology, char- distributional bias: as area for further
acteristics of, 321, 326 research, 427–28; hypothesis, 265,
description: contrasted with narrative, 274n21, 424–25, 426; use of term,
318–19; discourse study investi- 267, 275n24
gation of as area for future re- Dittmar, N., 5–6, 29 table 2.1, 37, 112
search, 431; in interlanguage Dorriots, B., 420–21, 423
texts, grounding in not studied, Doughty, C., 342, 346–48, 351–52
320–21 Douglas, D., 50
descriptive approaches, to second lan- Dowty, D., 36, 106, 215, 220, 243, 292
guage acquisition, 191 (see also dream sequence, from Modern Times,
form-oriented studies; meaning- narratives of told by ESL learners,
oriented studies) 321–27
developmental studies (see also cross- Dry, H., 279, 282, 284, 293, 303, 322,
sectional studies; longitudinal 337n7
studies): use to investigate the as- duration/durativity, 220, 224; adverbials
pect hypothesis, 228 of used to mark reverse-order re-
diagnostic tests: for distinguishing as- ports, 73–75; adverbs of as tempo-
pectual categories from each ral adverbs used at lexical stage,
other, 216; for distinguishing 37; as area for further meaning-
predicates in terms of aspectual oriented research, 416; as a fea-
categories, 220–27 ture of activities and
Dietrich, R., 270–71, 395–403, 407n7; accomplishments, 215, 238; as a
studies of acquisition of temporal feature of predicates, 104–5, 214
expression, 22, 24, 29 table 2.1, Dutch: past tense forms, 102–4, 118–19,
33, 46, 89n2, 91n12, 118, 175 187n3; present perfect, 289
direct speech: exclusion of from calcula- Dutch, speakers of: English as target lan-
tion of verb form used in IEP stud- guage for, 286 table 5.1; Spanish
ies, 242, 274n17, 293; as a
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Index 469

as target language for, 206–10 ta- 262–64; on the perfective past,

ble 4.1 228–29, 229–30; on the progres-
Dutch, as target language, 21, 23–24, 26 sive, 237–39; quantification of re-
table 2.1, 118–19, 254–55; for sults, 191–92, 254; written tasks,
speaker of English, 270, 275n27; 199, 203–4, 239–40, 241, 243,
for speakers of Turkish and Mo- 244–48, 245–46 table 4.4, 251
roccan Arabic, 24, 26 table 2.1, Ellis, R., 5, 8–9, 61, 67, 94–95
97–100 table 3.1, 117, 118, 125, emergence, rather than acquisition, fo-
399 table 6.5, 402–3; studies of cus on in studies of the acquisition
the aspect hypothesis based on, of tense-aspect morphology, 94–95
205, 206 table 4.1, 228, 236; study endpoints: as a feature of achievements
of narrative structure and distri- and accomplishments in Vendler
bution of verbal morphology, 286 categories, 215–16; predicates
table 5.1, 289 thought of as having distin-
dynamic predicates, 211, 216, 314–15; guished by the telic-atelic opposi-
contrasted with stative predi- tion, 214
cates, as a binary category of lexi- end-state perspective, 120, 194
cal aspect, 213–15; use in English, speakers of
grounding, 304–12; use in mark- children’s sensitivity to lexical aspect
ing of unitary and repeated and encoding of past events, 194
events, 427–28 as second language learners (see also
individual target languages); in
empirical studies addressing the
E aspect hypothesis, 206–10 table
E. See event (E) 4.1; ESF studies of sequences in
Eduardo (participant in IEP studies), morphological development,
128, 135 table 3.2, 356 table 6.1, 97–100 table 3.1
370, 371–72 English, as target language (English as
tense-aspect morphology emergence second language; ESL), 17–18, 19,
studies, 140, 143, 144–47 table 119, 281, 417 (see also Intensive
3.4, 150–53 table 3.5, 155, 160, English Program; individual
161–64 table 3.7, 165–66, 170–73 learner languages; individual
table 3.8; on adverbials and re- verb forms)
verse-order-reports, 70, 76, 78, 79, acquisitional sequence of mor-
80–83 table 2.7, 84–85; observa- phemes, 254–55, 419–23
tional study of effects of instruc- aspect hypothesis studies based on,
tion, 373–77 table 6.2, 378, 379, 205, 206–7 table 4.1, 220–21,
380–83 table 6.3, 384, 385, 386, 239–51; use of Vendler categories,
387 table 6.4 228–31, 232–33, 236, 237–39
elicitation techniques (see also cloze pas- ESF studies, 97–100 table 3.1, 396,
sages; film retell tasks) 397–98 table 6.5, 402–3
in experiment on processed instruc- events reported as background and
tion in Spanish past tense forms, foreground by learners of, 279–85,
344–45 301–2
use in aspect hypothesis studies, experimental studies on effects of in-
191–92, 199–202, 254, 317; in IEP struction on acquisition of past
studies, 239–40, 241, 243–51, tense forms, 342, 346–52, 404
245–46 table 4.4, 248–49 table form-oriented studies, 93–94, 113 (see
4.5, 251, 258–62; oral tasks, also individual studies)
199–204, 206–10 table 4.1,
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470 Index

meaning-oriented studies, 21, 23, 24, meaning-oriented approach used by,

26–27 table 2.1, 37, 46 (see also 21, 23–25, 90n3, 95; use of verbal
individual studies); example of morphology by students, 46
lexical means, 41–42; example of use of film retell tasks, 199–200
pragmatic devices, 34–35 event (E), in Reichenbach’s schema
middle-school content-based science as following time of speaking in the
class, 346–48 future, 416
study of L2 temporality and narrative as preceding time of speaking, 16–17,
structure, 14, 285, 286–87 table 126, 169, 416; use to compare pre-
5.1, 289–92 sent, simple past, pluperfect, and
Vendler categories, 218–19 present perfect, 178–79
English verb forms. See individual verb events: achievements and accomplish-
forms by name ments patterned together as, 215,
entailment test, use to distinguish telics 273n7 (see also accomplishments;
from atelics, 224 achievements); association of per-
en x minutes test, for distinguishing lexi- fective past with, 228–34; ground-
cal categories, 222–23, 224 ing in relating of, 279–85 (see also
epistemic modality, movement from background; foreground); past
pragmatic to lexical to morpho- tense forms used for in IEP experi-
logical seen in expression of, ment on input enhancement’s ef-
47–48 fect, 349
Erickson, F., 90n9 examinations
ESF. See European Science Foundation oral, use in cross-sectional study of
ESL. See English, as target language acquisition of Spanish verb forms,
essay exam, use in IEP studies: in obser- 124
vational study of the effect of in- use in IEP studies, 129, 138 table 3.3;
struction, 354, 371; on in observational study of the effect
reverse-order reports, 67–68, of instruction, 354, 371; on re-
69–72 table 2.4 verse-order reports, 67–68, 69–72
être en train de test, for distinguishing table 2.4
lexical categories, 222, 224
European languages, tense-aspect mor- F
phology in, 96–104 (see also indi- film retell tasks, 15–16, 23, 26–30 table
vidual languages and language 2.1, 319–20 (see also Modern
groups) Times)
European Science Foundation (ESF) use in elicitation procedures for as-
studies pect hypothesis studies, 199–201,
challenges to the aspect hypothesis, 239–41, 254
269, 270–71 use in IEP studies, 129, 138 table 3.3,
comparison of instructed and unin- 239–51, 354 (see also Modern
structed learners, 395–403, Times); impersonal and “personal-
397–401 table 6.5, 404, 432 ized” narratives based on The Tin
on effect of first language on acquisi- Toy, 327–35; on reverse-order re-
tion of temporal expression, 411 ports, 67–68, 69–72 table 2.4, 75,
longitudinal morphology emergence 77, 78
studies, 95–96, 111–12, 118–19; use in study of English-speaking
studies of sequences, 97–100 ta- Catalan learner, 117
ble 3.1 use in study of English-speaking
learners of Spanish, 124–25
use in Vendler analysis studies, 219
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Index 471

Finnish, speakers of, Swedish as target 188nn15, 16; meaning processed

language for, 24, 30 table 2.1, before in input processing experi-
97–100 table 3.1, 396, 401 table ments, 43–44; as preceding func-
6.5, 402–3 tion in acquisition sequence,
first language of learners, influence on 111–12
acquisition of past verb forms, formal form-oriented perspective, 11 (see
182–84, 273n11, 410–11 (see also also form-oriented studies)
individual languages) form-focused instruction, provided by
first/primary language acquisition, 2–4, second language instruction,
20n1, 79, 113–14, 265; aspect hy- 340–41; experiments on, 341–48,
pothesis studies, 193–95, 202–3, 404; use in IEP, 353–54
206–10 table 4.1; cognitive devel- form-meaning associations, 420, 435–37
opment’s relationship to, 89n1, in emergence of tense-aspect mor-
180, 190n34, 193–96; emergence phology related to past in English,
of the past tenses, 124, 180–82, 126–27, 155, 175–80
422 making by L2 learners, 396; instruc-
Flashner, V. E., 196, 197, 239; study of L2 tion aimed at help in, 342–52, 405,
temporality and narrative struc- 406n2, 432
ture, 285, 286 table 5.1, 289–90, form-oriented studies, 10–11, 12 fig. 1.1,
291 13–14, 18–19, 89, 93–114 (see also
foreground individual studies); as approach
discourse studies on, 278, 304–12, to discourse hypothesis, 277–79
430–31; function of in a narrative, (see also discourse hypothesis);
318–19; Reinhart’s criteria for, compared to meaning-oriented
280, 282, 300, 315 approach, 184–87; cross-sectional
reporting of events in, 278–85, study, 120–26; on distribution of
289–92, 313, 336n1, 336n2; in verbal morphology across lexical
cross-sectional study, 292, 294–99, aspect and grounding, 300–304;
301–4, 304 table 5.4; in film retell link with instruction, 434; longitu-
task of irrealis text, 322–27; in dinal studies, 114–20, 126–84 (see
personal and impersonal narra- also Intensive English Program);
tives from conversational inter- of sequences in morphological de-
views, 333–35, 333 table 5.9; velopment, 97–100 table 3.1;
during “personalized” narrative tests of aspect hypothesis, 191 (see
based on The Tin Toy, 328–32; verb also aspect hypothesis)
forms used, 122, 284, 301–3 form-to-function studies, 11 (see also
foreign language classes, 15, 339–40, 405 form-oriented studies)
French: immersion courses, 116, 234, for + time phrase, as a test for distin-
236, 342–44, 351–52, 406n3; passé guishing aspectual categories,
composé used by students to mark 216, 221–22
events, 214, 229, 232 framing: in the past progressive, 104–5;
included in studies of the aspect hy- use to elicit use of past in film
pothesis, 198–99, 201 retell tasks, 201, 229–30
multitest placement in as means for French (see also individual verb forms by
describing and comparing second name): lexical categories, tests to
language learners, 15, 204 distinguish, 222–23
previous exposure to the target lan- French, speakers of
guage, 121, 269, 273n9, 275n26 children’s sensitivity to lexical aspect
form, 5–6; accuracy for, coding of in cross- and encoding of past events, 194
sectional studies, 120–26,
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472 Index

as second language learners: in em- functional-grammatical perspective, 11,

pirical studies addressing the as- 22 (see also meaning-oriented
pect hypothesis, 206–10 table 4.1, studies)
233, 273n11; English as target function-to-form studies, 11, 22 (see also
language for, 233, 273n11, 286 ta- meaning-oriented studies)
ble 5.1, 411 future, the, 48, 119, 331; expression of as
French, as target language, 20n2, 43, an area for further meaning-ori-
93–94, 214, 234, 281 ented research, 416–17; expres-
acquisitional sequence in, 419, 422 sions of in Romance languages,
for children in immersion programs, 188n13, 417–18; use of the pro-
study of effects of instruction, 116, gressive for reference to by Ger-
234, 236, 342–44, 351–52, 406n3 man-speaking child learners of
ESF studies, 97–100 table 3.1, English, 267–68
399–400 table 6.5, 403
in meaning-oriented studies, 14, 21, G
23, 27–28 table 2.1, 31–32, 33–34, Galileo program, members of as IEP par-
37 ticipants, 128, 135–36 table 3.2,
in Schlyter’s studies of adult and child 370–72
learners, 116–17 Gass, S. M., 340, 405, 433
for speakers of English, 123–24, Gathercole, V. C., 180–82, 190n34
189nn15, 16 German, speakers of, as second language
for speakers of Moroccan Arabic, 28 learners: in empirical studies ad-
table 2.1, 97–100 table 3.1, dressing the aspect hypothesis,
399–400 table 6.5, 403 206–10 table 4.1; English as tar-
for speakers of Spanish, 27–28 table get language for, 112, 230–31,
2.1, 31–32, 97–100 table 3.1, 287 273n10
table 5.1, 400 table 6.5, 403 German, as target language, 14, 21,
studies of the aspect hypothesis based 23–24, 29 table 2.1, 46, 417; in
on, 205, 207–8 table 4.1; use of the ESF studies, 93–94, 97–100 table
Vendler categories, 218–19, 3.1, 118, 396, 398 table 6.5,
228–29, 234–36 402–3; examples of pragmatic de-
study of L2 temporality and narrative vices, 32–33, 35; at lexical stage,
structure, 285, 287 table 5.1, 37, 39–41, 44–45; for speakers of
290–91 Italian, 396, 398 table 6.5, 402–3;
frequency, adverbs of, 37, 52, 73–75; in- for speakers of Spanish, 29 table
fluence on choice of verbal mor- 2.1, 33, 44–45; for speakers of
phology, 349–51 Turkish, 20n2, 24–25, 99 table
function: as area for further meaning-ori- 3.2, 118, 288 table 5.1, 396, 398
ented research, 417; as explana- table 6.5, 402–3; in von Stutter-
tion for morpheme emergence heim’s studies, 318–19
sequence, 421–22; preceded by Germanic languages, 102–4, 212, 410,
form in acquisition of tense-aspect 419 (see also Dutch; English; Ger-
system, 111–12 man; Swedish)
functional approach, use in experiment German verb forms. See individual
on targeted instruction in early- forms by name
immersion French class, 342–44 Giacalone Ramat, A., 25, 244, 254, 272n3,
functional form-oriented studies, 11, 22 420–21
(see also form-oriented studies) formulation of the congruence princi-
ple, 425
studies of lexical aspect, 214, 219
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Index 473

study of acquisition of Italian verbal 149, 150–53 table 3.5, 154, 158,
morphology, 101, 114–15, 187n1, 161–64 table 3.7, 168–69, 170–73
236, 320, 334, 422; on use of the table 3.8; on adverbials and ac-
progressive, 237, 239, 274n14 quisition of the simple past, 54
study of acquisition of temporal ex- table 2.3, 58–61, 67; on adverbials
pression, 30 table 2.1, 44, 90n7 and reverse-order-reports, 69,
Givón, T., 109, 278, 289 74–76, 80–83 table 2.7; observa-
Godfrey, D. L., 278 tional study of effects of instruc-
grammar, focus on in American second tion, 373–77 table 6.2, 378, 379,
language acquisition research, 12 380–83 table 6.3, 387 table 6.4,
grammatical aspect. See aspect, gram- 391
matical Harley, B., 117, 342–44, 351–52, 406n3,
Greek, speakers of, English as target lan- 432
guage for, 97–100 table 3.1 Hasbún, L., 124–25, 201–2, 229–30,
grounding, 282, 300–301, 337n7 (see also 234–35, 273n6, 273n9
background; foreground) Haugen, E., 103
discourse studies on, 304–12, 430–31; Hinrichs, E., 303
integration with aspect studies, Hiromi (participant in IEP studies),
312–17 127–28, 133 table 3.2, 356 table
in L2 narratives in cross-sectional 6.1, 365
study, 292, 295 fig. 5.1, 295 fig. tense-aspect morphology emergence
5.2 studies, 140, 143, 144–47 table
in narratives of learners of German, 3.4, 148, 150–53 table 3.5, 154,
318–19 161–64 table 3.7, 165–66, 170–73
Guillermo (participant in IEP studies), table 3.8; on adverbials and ac-
136–37 table 3.2, 356 table 6.1, quisition of the simple past, 53, 55
372–73 table 2.3, 57, 61–62; on adverbials
tense-aspect morphology emergence and reverse-order-reports, 71, 78,
studies, 140, 143, 144–47 table 80–83 table 2.7, 84–85, 86–87, 86
3.4, 148, 150–53 table 3.5, 156, table 2.8; observational study of
161–64 table 3.7, 167, 170–73 ta- effects of instruction, 373–77 ta-
ble 3.8; on adverbials and re- ble 6.2, 378, 379, 380–83 table
verse-order-reports, 70, 77, 79, 6.3, 384, 385, 387 table 6.4, 391,
80–83 table 2.7; observational 393, 394
study of effects of instruction, historical present, 284–85
373–77 table 6.2, 378, 379, Hooper, J., 113–14
380–83 table 6.3, 385, 386, 387 Hopper, P. J., 36, 278, 284, 300, 430–31
table 6.4 host environment, 14, 23, 199 (see also
Guyanese creole, 289 Intensive English Program); tu-
tored and untutored language ac-
H quisition in, 340, 396–403,
habituality, 220–21; as area for further 397–401 table 6.5
research, 416; as a characteristic Housen, A., 236, 254–55, 270, 275n27,
of the imperfective, 96, 106, 337n8; study of narrative struc-
211–12; not a usual characteristic ture and distribution of verbal
of the past progressive, 106, 187n6 morphology, 286 table 5.1, 289
Hamad (participant in IEP studies), 130 Huang, C. C., 427–28
table 3.2, 355–57, 356 table 6.1 hypotheticals, in English, means for
tense-aspect morphology emergence marking, 47
studies, 143, 144–47 table 3.4,
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474 Index

I ble 4.6, 257 table 4.8, 262–64,

iconic form-meaning associations, 420 263 table 4.10, 264 fig. 4.4; use
Idechi (participant in IEP studies), 133 of Vendler categories to study,
table 3.2, 356 table 6.1, 365–66 217–18, 218 table 4.3, 234–35
tense-aspect morphology emergence imperfective past, the. See imperfect, the
studies, 143, 144–47 table 3.4, imperfectivity: base forms used as mark-
148, 150–53 table 3.5, 159, ers for, 235–36, 274n13; charac-
161–64 table 3.7, 168, 170–73 ta- teristics of, 96, 106, 211–12
ble 3.8; on adverbials and re- Imperfektum, in Swedish, 103
verse-order-reports, 71, 79, 80–83 imperfetto, in Italian, 96, 102, 211–12
table 2.7; observational study of acquisition of, 114–15, 419; emer-
effects of instruction, 373–77 ta- gence of the passato prossimo
ble 6.2, 378, 379, 380–83 table prior to among students, 234
6.3, 384–85, 387 table 6.4 implication, place in test of Spanish lexi-
IEP. See Intensive English Program cal categories, 223
imaginary in narrative, verbal morphol- implicational scaling, as an alternative
ogy and grounding in, 321–27 to across-category and within-
imparfait, in French, 11, 96, 101–2, category analysis, 275n22
211–12 implicit reference, as a pragmatic means
acquisition of, 419, 422; emergence of for expressing temporal relations,
the passé composé prior to among 25; examples, 31–33
students of French, 234; targeted incompletion, as a feature of the past
in early-immersion class, 342–44, progressive, 104–5
406n3; use by adult learners, 116, infinitive: as a tense-aspect form in
123–24, 188n16; use of Vendler Spanish, distribution of by learn-
categories to study, 219, 234–36 ers’ four levels, 253 table 4.6, 257
use by French-speaking children, and table 4.8; use with auxiliary
sensitivity to lexical aspect, 194 verbs by adult learners of French
imperative, place in test of Spanish lexi- and Italian, 115–16; as a verb
cal categories, 223 form used at lexical stage, 90n7
imperfect, the, 227, 234–37, 422; the pro- inflection: continued use by learners at
gressive as main viewpoint, 211; morphological stage, 48; correla-
spread of, 426, 434; in the target tion with tense, 269–71
language, not first marker of im- “inflexional paradigm bias”, 22, 93
perfectivity, 235–36; use of by L2 inherent aspect. See aspect, lexical
learners, and the aspect hypothe- inherent temporal reference, as a prag-
sis, 227–28, 229, 234–37 matic means for expressing tem-
imperfect, the, in Romance languages, poral relations, 32–33
96, 187n2, 211–12 (see also impar- Inoue, K., 106–7, 109
fait; imperfect, the, in Spanish; im- in + time phrase/for + time phrase, as a
perfetto); in Catalan, 188n13, 333 test for distinguishing aspectual
table 5.9, 334; compared to the categories, 216, 221–22
preterite, 17, 96, 101–2, 104; place input enhancement, in second language
in acquisitional sequence, 115–17, instruction, 340–41, 348–51, 405,
120, 422 434
imperfect, the, in Spanish, 11, 96, 101, input/input processing
123, 211–12 experiments in, and comprehension
acquisition of, 114, 124–25, 189n17, of verbal morphology, 43–44
345–46; in tense-aspect morphol-
ogy use by learners, 252, 253 ta-
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Index 475

as explanation for observed effects of Intensive English Program (IEP) stud-

the aspect hypothesis, 424–25, ies, observational study on devel-
427–28 opment of interlanguage
studies of, 412–13; explanation for ad- tense-aspect systems, 352–95
vancement from one morphologi- method, 353–73; data collection,
cal stage to another, 415–16, 420, 354–55; learning environment,
433 353–54; participants, 355–73
instructed (tutored) foreign language in- results, 373–95; on past progressive
struction (see also foreign lan- emergence, 373–78, 374–77 table
guage classes) 6.2; on pluperfect emergence,
influence on development of interlan- 386–91, 387–90 table 6.4; on pre-
guage tense-aspect systems, 19, sent perfect emergence, 378–86,
46, 68, 339–41, 404–6, 410; as an 380–83 table 6.3
area for further research, 410, Intensive English Program (IEP) stud-
434–35; ESF study, 395–403, ies, on development of tense-as-
397–401 table 6.5, 404, 432; ex- pect morphology related to the
perimental studies, 341–52; possi- past, 94, 126–84
ble influence on use of the emergence of tense-aspect morphol-
progressive, 316–17; tutored and ogy, 142–69; order of emergence,
untutored learners compared, 169–82; past progressive, 142–49;
340–41 pluperfect, 160–69; present per-
instructed (tutored) foreign language in- fect, 149–60
struction, influence on develop- influence of learners’ first language,
ment of interlanguage 182–84
tense-aspect systems, observa- method, 127–42; coding forms,
tional study of IEP students, 139–42; data collection, 129, 138;
352–95 participants, 127–28, 130–37 ta-
method, 353–73; data collection, ble 3.2
354–55; learning environment, Intensive English Program (IEP) stud-
353–54; participants, 355–73 ies, on students’ use of adverbials
results, 373–95; on past progressive and acquisition of simple past
emergence, 373–78, 374–77 table morphology, 49–63
6.2; on pluperfect emergence, method, 49–51
386–92, 387–90 table 6.4; on pre- results, 51–63
sent perfect emergence, 374–77 on reverse-order reports, 66–87;
table 6.2, 378–86 method, 66–68, 69–72 table 2.4;
instructional (teaching) logs, on partici- results, 73–87
pants in IEP studies, use in obser- Intensive English Program (IEP) stud-
vational study of the effect of ies, testing aspect hypothesis,
instruction, 354, 358 239–51; analysis and results,
instruction-giving, use in meaning-ori- 242–51; method, 240–42
ented studies, 29 table 2.1 interviews
Intensive English Program (IEP) stud- oral proficiency interviews (OPI), 15,
ies, 348–54; participants, 127–28, 204
130–37 table 2.1, 355–73, 356 ta- scripted, use in experiment on tar-
ble 6.1 (see also Arabic, speakers geted instruction in early-immer-
of; Japanese, speakers of; Korean, sion French class, 342–43
speakers of; Spanish, speakers of); use by Robison in study of learners of
students’ previous study of Eng- English, 229–30
lish, 362, 367
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476 Index

use in IEP studies, 51, 54–56 table Italian verb forms. See individual verb
2.3, 60–61, 138 table 3.3; on forms
emergence of form-aspect mor- iterativity, 243–44, 294; as area for fur-
phology, 143, 154; role in overgen- ther research, 416, 429
eralization of the past perfect, 176
interviews, conversational, 15–16, 23, J
26–30 table 2.1 James, W., 336n3
personal and impersonal narratives Japanese: imperfect and progressive in-
in compared, 332–35 terpretation, 212–13; lexical cate-
use in IEP studies, 128–29, 138 table gories, tests to distinguish,
3.3; in observational study of the 225–27; tests of the Vendler cate-
effect of instruction, 354, 356, 359, gories, 217
361, 362, 370 Japanese, speakers of, English as target
use in studies addressing the aspect language for, 26 table 2.1 (see also
hypothesis, 206–10 table 4.1 Japanese, speakers of, English as
invariant form, as a verb form used at target language for in IEP stud-
lexical stage, 37 ies); in aspect hypothesis studies,
irrealis text: characteristics of, 321; ver- 206–10 table 4.1, 266–67; in ESF
bal morphology and grounding in, study of sequences in morphologi-
321–27 cal development, 97–100 table
Italian, speakers of 3.1; reporting of foreground and
children’s sensitivity to lexical aspect background events, 280, 290, 302;
and encoding of past events, 194 study of narrative structure and
English as target language for, 24, 27 distribution of verbal morphology,
table 2.1, 46, 98 table 3.1; in ESF 286–87 table 5.1, 289–90
studies, 396, 397 table 6.5, 402–3; Japanese, speakers of, English as target
in form-oriented studies, 119, 174 language for in IEP studies,
German as target language for, 29 140–74, 144–47 table 3.4, 150–53
table 2.1; in ESF studies, 24, table 3.5, 161–64 table 3.7,
97–100 table 3.1, 99 table 3.1, 170–73 table 3.8, 182–83, 242; on
118, 396, 398 table 6.5, 402–3 adverbials and acquisition of sim-
Italian, as target language, 14, 23, 30 ple past morphology, 49–63, 54–56
table 2.1, 320, 411, 417 table 2.3; film retell tasks, 75, 77,
acquisitional sequence of mor- 242, 324–26; observational study
phemes, 254, 420–22 of effects of instruction, 373–77
adverbials used to mark aspect, table 6.2, 373–91, 380–83 table
37–38 6.3, 387–90 table 6.4; profiles of
for Chinese learners, use of the pas- participants, 127–28, 130–37 ta-
sato prossimo with telic predi- ble 3.2, 355, 356 table 6.1,
cates, 214 363–68; reverse-order reports,
ESF studies, 97–100 table 3.1 67–87, 69–72 table 2.4, 80–83 ta-
input processing experiments, 43 ble 2.7
at lexical stage, 37, 90n7 Japanese, as target language, 14, 410
research in acquisition of tense-as- across-category analysis of mor-
pect morphology, 93–94, 114–15 pheme occurrence, 254–57, 255
studies of the aspect hypothesis based table 4.7
on, 205, 208 table 4.1, 219; use of for English speakers, in study of dis-
the Vendler categories, 228, 235, tributional bias in the input,
237, 239 427–28
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Index 477

studies of the aspect hypothesis based Kenny, A., 215

on, 205, 208 table 4.1, 212–13; use Khaled (participant in IEP studies), 131
of Vendler categories, 228, 231–32, table 3.2, 356 table 6.1, 361
237, 238, 239 tense-aspect morphology emergence
Ji-An (participant in IEP studies), studies, 143, 144–47 table 3.4,
127–28, 134 table 3.2, 356 table 148, 150–53 table 3.5, 161–64 ta-
6.1, 368–69 ble 3.7, 165, 167, 170–73 table
tense-aspect morphology studies, 3.8; on adverbials and reverse-or-
143, 144–47 table 3.4, 148, der-reports, 69, 80–83 table 2.7,
150–53 table 3.5, 155, 158–59, 84; observational study of effects
161–64 table 3.7, 168, 170–73 ta- of instruction, 373–77 table 6.2,
ble 3.8; on adverbials and acqui- 378, 379, 380–83 table 6.3, 384,
sition of the simple past, 54 table 385, 387 table 6.4, 391
2.3, 60–62; on adverbials and re- Klein, W., 23, 190n32, 352, 395, 420, 431;
verse-order-reports, 70, 74, 78, on acquisition of tense before
80–83 table 2.7; observational grammatical aspect, 270–71; ex-
study of effects of instruction, planations for advancement from
373–77 table 6.2, 378, 379, one stage to another, 414–15; on
380–83 table 6.3, 384, 385, 387 intensity of interaction in target
table 6.4, 391 language, 432–33; on learning and
Johnson, C., 181–82 use of regular and irregular past,
journals, kept by learners in IEP studies, 6, 20n2; principle of natural order
127–28, 129, 138 table 3.3, 143; (PNO), 65, 87; studies of second
use in observational study of the language acquisition, 22, 26–27
effect of instruction, 354, 356, 358, table 2.1, 32–33, 35; studies of the
360, 362–65, 369, 371, 392; use in emergence of verbal morphology,
study of adverbials and simple 111–12, 118, 119, 125, 175
past, 50, 57–62; use in study of Korean, speakers of, English as target
reverse-order reports, 67–68, language for, 9, 112, 231 (see also
74–78 Korean, speakers of, English as
target language for in IEP stud-
K ies); in empirical studies address-
kairos (sequential) time, and referential ing the aspect hypothesis, 206–10
time, 38, 90n9 table 4.1; in ESF study of se-
Kaplan, M. A., 123–24, 188nn15, 16, 214, quences in morphological develop-
235–36, 272n3 ment, 97–100 table 3.1; in
Kazuhiro (participant in IEP studies), meaning-oriented study of acqui-
134 table 3.2, 356 table 6.1, sition of temporal expression, 26
367–68 table 2.1; reporting of foreground
tense-aspect morphology emergence and background events, 302–3
studies, 143, 144–47 table 3.4, Korean, speakers of, English as target
148, 150–53 table 3.5, 158, 160, language for in IEP studies,
161–64 table 3.7, 165, 170–73 ta- 140–74, 144–47 table 3.4, 150–53
ble 3.8, 174; on adverbials and table 3.5, 161–64 table 3.7,
reverse-order-reports, 71, 75, 79, 170–73 table 3.8, 182–83, 242; on
80–83 table 2.7, 85; observational adverbials and acquisition of sim-
study of effects of instruction, ple past morphology, 49–63, 54–56
373–77 table 6.2, 378, 379, table 2.3; film retell tasks, 242,
380–83 table 6.3, 384, 385, 387 243, 324–25; observational study
table 6.4, 391 of effects of instruction, 373–77
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478 Index

table 6.2, 373–91, 380–83 table locative adverbials, 36, 52 (see also adver-
6.3, 387 table 6.4; profiles of par- bials)
ticipants, 127–28, 130–37 table Longacre, R. E., 36–37
3.2, 355, 356 table 6.1, 368–70; longitudinal studies, 23, 93–96, 111–20,
reverse-order reports, 67–87, 411–12 (see also European Sci-
69–72 table 2.4, 80–83 table 2.7 ence Foundation; form-oriented
Kumpf, L., 196, 197, 266–67, 278–79; studies; Intensive English Pro-
study of L2 temporality and nar- gram; meaning-oriented studies);
rative structure, 285, 286 table on primary language acquisition
5.1, 289–90 of past tense forms and use of
Kurono, A., 254–56, 255 table 4.7, state verbs, 193–95; use in studies
266–67 of aspect hypothesis, 202–3,
206–10 table 4.1
L
Labov, W., 319 M
Lafford, B. A., 8, 201, 285, 288 table 5.1 Mandarin dialect. See Chinese
Lee, E. J., 112, 231 Massett, Larry, 349
Lee, J. F., 43, 413 McCawley, J. D., 107
Leech, G. N., 104–5, 106, 107, 110, 176 McCoard, R. W., 107
Leeman, J., 342, 345–46, 351 meaning (see also form-meaning associa-
lexical aspect. See aspect, lexical tions): accuracy for, coding of in
lexical devices, 2, 24, 36–45, 48, 88–89; cross-sectional studies, 120–26;
examples, 24–25, 39–42, 44–45; differentiation from form in acqui-
use in morphological stage, 327, sition studies advocated, 5–6;
405, 407n8; use in RORs, 63–66; processed before form in input
use to express modality, 47–48 processing experiments, 43–44
lexical (second) stage in acquisition of meaning-oriented studies, 18, 21–22,
temporal expression, 12–13, 12 88–89, 191, 413–16, 436–37 (see
fig. 1.1, 21–22, 36–45, 90n3, 93 also individual studies)
(see also lexical devices); identifi- as an area for further research, 406,
cation of as a finding of meaning- 413, 416–18
oriented studies, 21, 88–89, 184, combined with form-oriented ap-
414–16; reached by all learners, proach, 93
396; universality of as an area for compared to form-oriented studies,
future meaning-oriented re- 184–87
search, 418; use of base forms, 37, ESF study as, 269 (see also European
90n7, 119 Science Foundation)
Li, P., 410 of temporal expressions, 10–13, 12
Library Science, Indiana University fig. 1.1, 21–48, 26–30 table 2.1,
School of, admission to as aim of 88–89 (see also lexical devices;
Arabic-speaking student in Inten- pragmatic devices); IEP studies,
sive English Program, 360 48–88 (see also Intensive English
limited duration, as a feature of the past Program)
progressive, 104–5 Meisel, J. M., 29 table 2.1, 33, 37, 44–45,
linguistics: temporal semantics, 10–14, 52, 91n12, 197–98
16–19, 192, 299–304; theoretical, mental states, as a division of statives in
tradition of investigation of the Italian, 219, 237, 274n14
narrative, 318 Miller, R., 193–94
Liskin-Gasparro, J., 201, 319–20, 413 mixed language environment, IEP study
participants in a, 67, 353
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Index 479

modality, means for expressing, 47–48, N

417 narrative: definition of in linguistic stud-
Modern Times (film), excerpts used in ies, 279; distinction between nar-
film retell tasks rative context and narrative
as elicitation procedure for aspect hy- discourse, 336n2
pothesis studies, 200–201, 219, narratives
229, 237–51, 254, 258–64; cloze based on film retell tasks, 15, 280,
passage, 232–33 302–3, 319, 322–26 (see also film
in IEP studies, 75, 77–78, 239–51, retell tasks; Modern Times)
258–62, 274n15, 292–99; narra- chronological order used to present
tives of the dream sequence, events, 63–66
321–27 impersonal, 23, 199; excerpted from
reporting of foreground and back- conversational interviews,
ground by ESL learners, 280, 332–35; grounding in, 319–20;
283–84, 301–3 personalized narratives as form
in study of Catalan learner, 333–34 of, 327–35; use in analysis of dis-
Moroccan Arabic, speakers of: Dutch as course structure, 277–79
target language for, 24, 26 table personal, 15–16, 23, 26–30 table 2.1,
2.1, 97 table 3.1, 118, 125, 399 199, 317, 320; compared to fic-
table 6.5, 403; French as target tional narratives, 319–21, 332–35;
language for, 28 table 2.1, 97–100 excerpted from conversational in-
table 3.1, 399–400 table 6.5, 403; terviews, 332–35; fictional narra-
Italian as target language for, 30 tives manipulated to increase
table 2.1 features of, 321, 327–32; personal-
morphological (grammatical) stage in ac- ized narratives as form of, 327–35;
quisition of temporal expression, use in ESL cross-sectional study,
12–13, 12 fig. 1.1, 21–22, 45–48, 122–23
93–96, 395; correspondence with narratives, oral, 5, 8–9, 51, 284 (see also
“beyond the basic” level of inter- narratives, personal); ability to
language development, 90n3; produce compared to ability to
identification of as a finding of produce written narratives, 50,
meaning-oriented studies, 21, 60–62; use in aspect hypothesis
45–48, 88–89, 414–16; reaching of studies, 229–30; use in meaning-
by learners, 396, 404–6, 407n8, oriented studies, 31–32, 38–41;
432; universality of as an area for use in study of L2 temporality and
future meaning-oriented re- narrative structure, 285, 294, 295
search, 418 fig. 5.2, 298–99 table 5.3; verbal
morphosyntactic complexity, as factor re- morphology used for grounding
sponsible for order in acquisition and aspectual class, 305–12
of past tense forms, 180–81 narratives, written, 5, 8–9 (see also jour-
Moses, J. G., 28 table 2.1, 418 nals)
Moy, R. H., 189n27 ability to produce compared to ability
“Muerto, El” (Borges), use in study of use to produce oral narratives, 50,
of the preterite and imperfect, 235 60–62
Music, Indiana University School of, use in IEP studies, 129, 138 table 3.3,
level of English proficiency needed 294, 295 fig. 5.2, 296–97 table
for admission, 366, 373 5.2; on reverse-order reports,
67–87
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480 Index

use in meaning-oriented studies, 23, category of lexical aspect, 213–15;

26 table 2.1, 50, 67–87; examples in terms of grounding, 304–12
of lexical means, 41–42 nonsequentiality, conveyed by the plu-
use in observational study of the ef- perfect and the present perfect,
fect of instruction, 354 177
use in studies of L2 temporality and Noriko (participant in IEP studies), 127,
narrative structure, 285, 294, 295 132 table 3.2, 356 table 6.1,
fig. 5.2, 296–97 table 5.2 364–65
verbal morphology used for ground- tense-aspect morphology emergence
ing and aspectual class, 305–12 studies, 127–28, 132 table 3.2,
narrative structure, interlanguage, in- 143, 144–47 table 3.4, 150–53 ta-
fluence on distribution of tense- ble 3.5, 161–64 table 3.7; on ad-
aspect morphology, 277, 279–317, verbials and acquisition of the
335–36 simple past, 55 table 2.3, 60–61;
of personal, impersonal, and person- on adverbials and reverse-order-
alized narratives, 278, 317–35 reports, 71, 75–76, 77, 80–83 ta-
studies of, 285–92, 286–88 table 5.1, ble 2.7; observational study of
430–31; comparing theoretical effects of instruction, 373–77 ta-
frameworks, 292–304; empirical ble 6.2, 378, 379, 380–83 table
evidence in support of discourse 6.3, 385, 386, 387 table 6.4, 391
and aspect hypotheses, 304–12; Noyau, C., 103, 287 table 5.1, 319, 320,
integrating the analyses, 312–17 332, 420–21, 423; study of acquisi-
narrativity (sequentiality; temporal con- tion of Dutch verbal morphology
tinuity), 109; as a characteristic of by speakers of Finnish and Span-
the foreground, 280, 300, 315, 318 ish, 118–19; study of acquisition of
native speakers, 48, 265, 414; distribu- temporal expression, 27–30 table
tional bias hypothesis on speech 2.1
of, 265, 274n21, 424–25, 426,
427–28; features of discourse com- O
pared with second language learn- O’Neill, R., 353
ers as area for further research, one-to-one principle, on use of tense as-
412; grounding in personal narra- pect morphemes by learners,
tives, 320, 430–31; journals kept 313–15, 425–26
by compared to those kept by OPI (oral proficiency interviews), 15, 204
learners in IEP studies, 50, 57, 57 oral data (see also interviews; narratives,
fig.2.1, 92n19 oral)
Natural Approach (method for teaching from IEP studies, 138 table 3.3; on
Spanish as a second language), emergence of past progressive,
344 144–47 table 3.4; on emergence of
natural order, principle of, 25, 46–47, 65, pluperfect, 161–64 table 3.7; on
87 (see also chronological order) emergence of present perfect,
nonpast: distinction between past and, as 150–53 table 3.5; transcribed for
first temporal morphology re- coding, 139–42; use in observa-
ported in acquisitional studies, tional study of the effect of in-
418–19; use in film retell task of struction, 354, 374–77 table 6.2,
dream sequence in Modern Times, 379, 380–83 table 6.3, 384
322–24, 326 oral exams, use in cross-sectional study
nonpunctual predicates, contrasted with of acquisition of Spanish present,
punctual predicates: as a binary preterite, and imperfect, 124
oral proficiency interviews (OPI), 15, 204
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Index 481

oral reports, use in investigation of in- past participle, in French and Italian:
struction effect in an ESL middle- preceded by an auxiliary to form
school content-based science class, the compound past, 101–2, 115,
347–48 419; use with change of state
oral tasks verbs, by children, 194
picture narration, use in study of ESL past perfect. See pluperfect
students’ use of simple past and past progressive, in English, 17, 92n16,
past progressive, 121–23 102, 113, 126, 429
use as elicitation procedures for as- place in acquisitional sequence, 175,
pect hypothesis studies, 199–202, 419
203–4, 206–10 table 4.1, 262–64; production of by ESL students,
IEP study, 239–40, 243–44, 121–23
248–49 table 4.5, 248–51, semantics of, 104–6
258–62; on the perfective past, tense-aspect morphology related to
229–30; on the progressive, and aspect hypothesis study, 241,
237–39 243
use in meaning-oriented studies, 29 use by Italian-speaking learner, 119
table 2.1 use in IEP studies, 94, 126–27,
order of mention contrast, 25 (see also 142–49, 144–47 table 3.4, 169,
chronological order) 170–73 table 3.8, 174, 182–83; for
outsider, stigmatizing of language activities in film retell task,
learner as an, 91n12 237–38; on adverbials, 52; coding,
overgeneralizations/overuse 139, 140–41, 169; observational
of past tenses, 175–80, 176; in IEP study of effects of instruction,
studies, 141, 157–60, 157 table 373–78, 374–77 table 6.2,
3.6, 167–69, 384 392–93, 394; on reverse-order re-
of the progressive, 227, 238–39, ports, 77
316–17, 426 past tense (preterite) forms, 6–10, 114,
314–15, 337n10, 422, 428–30 (see
P also individual forms); distinction
passato prossimo, in Italian, 96, 113, 115, between nonpast and as first tem-
214, 234; contrast with the imper- poral morphology reported in ac-
fetto to distinguish between per- quisitional studies, 419, 422;
fective and imperfective possible function as a default
grammatical aspect, 211–12; use tense marker, 269
by children, 194 past tense (preterite) forms, in English,
passé composé, in French, 11, 96, 101, 266–67, 419 (see also individual
234, 273n11, 291 forms)
acquisition of: targeted in early-im- irregular, 4–7, 20n2, 112, 230–31,
mersion class, 342–44, 406n3; use 273n10
of Vendler categories to study, study of emergence of tense-aspect
218–19 morphology related to, 126–84,
contrast with the imparfait, 17, 241; analysis and results, 138–84;
211–12 method, 127–38
use by French-speaking children, and past tense (preterite) forms, in Germanic
sensitivity to lexical aspect, 194 languages, 102–4, 419 (see also
use by learners, 113, 115–16, 123–24, past tense forms, in English); in
188n16; to mark events, 214, 229, Dutch, 118–19; in German, 46,
232 102–3, 118, 396, 402; in Swedish,
past-in-the-past. See pluperfect 103–4
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482 Index

past tense (preterite) forms, in Romance performed stories, use in elicitation pro-
languages, 96, 101–2, 115–17 (see cedures for aspect hypothesis
also past tense forms, in Spanish; studies, 199
individual forms); in Catalan, person, morphology for, 113–14
188n13, 333 table 5.9, 334; com- “personalized” narratives, 327–35
pared to the imperfect, 17, 96, personal narratives. See narratives, per-
101–2, 104 sonal
past tense (preterite) forms, in Spanish, person and number, distinction between
96, 101, 123, 189n17, 211–12, tense-aspect and in studies,
273n6 (see also individual forms) 113–14, 188n12
acquisition of, 124–25; experiments phonetics (phonology), restraints on
on targeted instruction, 344–46; English past tense use, 6–10; con-
use of Vendler categories to study, sidered in IEP study of verbal
217–18, 218 table 4.3 morphology and aspect, 243–44,
disregard for person and number in 294; as explanation for distribu-
coding of, 113 tion, 289–90
as a tense-aspect morpheme: distri- picture stories, use in elicitation proce-
bution of by learners four levels, dures for aspect hypothesis stud-
253 table 4.6, 257 table 4.8, ies, 199
268–69; studied in form-oriented pidgins, 272n1, 289
studies, 11 Pienemann, M., teachability hypothesis,
use by English-speaking child learn- 393, 404, 432, 433
ers, 114 pluperfect (past perfect), in English, 17,
Pear Story, The (film), use in film retell 47, 52, 92n16, 126–27, 189n19
tasks, 200, 319 semantics of, 110–11, 176–80, 185,
perfective forms, 428–29 (see also perfec- 190n32
tive past; perfect progressive; plu- teaching of in proximity to teaching of
perfect; present perfect); in the present perfect, 190n33
Germanic languages, 102–3, tense-aspect morphology related to
118–19; in Romance languages, and aspect hypothesis study, 241,
96, 101, 119, 188n13, 422 (see also 243
passato prossimo; passé composé) use by Italian-speaking learner, 119,
perfective past 174
acquisition of, 409 use to signal reverse-order reports,
association with events by L2 learn- 65, 76, 87–88, 185; by IEP study
ers, and the aspect hypothesis, participants, 73, 78–87, 80–83 ta-
227–34 ble 2.7, 86 table 2.8
marking of associated with achieve- pluperfect (past perfect), in English,
ments and accomplishments, emergence of, 180–82, 185, 419
228–34, 423; extension to activi- IEP studies, 94, 126–27, 142, 149,
ties and states, 423 160–69, 161–64 table 3.7, 169,
spread of addressed in IEP study, 240, 170–73 table 3.8, 174; coding,
244–51 139, 140, 141–42, 169, 174; exam-
perfect progressive, in English, 17, 108, ples, 161, 166–67, 168–69; over-
181–82, 243; use by IEP study generalizations, 157 table 3.6,
subjects, 156–57, 166–67, 379, 158–59, 167–69
385–86 IEP studies on, observational study of
Perfectum, in Dutch, 103, 118–19 effects of instruction, 379, 386–91,
Perfekt, in German, 102–3, 118, 119 387–90 table 6.4, 392–93, 394
Perfekt, in Swedish, 103 pluperfect (past perfect), in French, 117
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Index 483

pluperfect (past perfect), in Germanic signal deviations from chronologi-

languages, 419, 421 cal order, 63
Plusquamperfekt (Dutch), 119 präsens (German present), 118
Plusquamperfekt (German), 102; use Präterium (German preterite), 46, 118,
by Turkish learners, 46, 118, 396, 396
402 pre-basic level of interlanguage develop-
Plusqvamperfektum (Swedish), 103 ment, 33–34, 90n3 (see also prag-
pluperfect progressive, in English, matic stage)
166–67 present, the, 17, 419
Polish, speakers of: German as target in Dutch, 118
language for, 29 table 2.1; tense in English, 331; distribution of by
and aspectual distinctions made grounding in L2 narratives,
by children, 195 296–97 table 5.2, 298–99 table
Portuguese, speakers of: German as tar- 5.3; use in past-time contexts by
get language for, 29 table 2.1; IEP participants, 52, 175
Japanese as target language for, in French (présent), 194, 214, 235–36,
206–10 table 4.1 419
Portuguese, as target language, 205, 208 in German (präsens), 118
table 4.1 in Italian, 236
posttests, immediate and delayed, use in in Spanish, 124, 253 table 4.6, 257
testing tense-aspect acquisition, table 4.8
352; in experiment on input en- in Swedish, 429–30
hancement in ESL instruction, use as marker for imperfectivity,
350; in experiment on targeted in- 235–36, 274n13
struction in early-immersion present/past continuous (see also past
French class, 342–44; in experi- progressive): the past progressive
ment on targeted instruction on as, 104
Spanish past tense forms, 344–46 present perfect, in English, 17, 119,
pragmatic devices, 25, 31–36, 48, 88–89; 189nn19, 26, 243, 422
past progressive functioning as a disregard for person and number in
softener, 429; use in morphological coding of, 113–14
stage, 405; use to express modality, semantics of, 106–9, 190n32; and
47–48 overgeneralizations, 175–80,
pragmatic (first) stage in acquisition of 190n31
temporal expression, 12, 12 fig. teaching of in proximity to teaching of
1.1, 21–22, 93 (see also pragmatic the pluperfect, 190n33
devices); correspondence with pre- as tense-aspect form with feature E
basic level of interlanguage devel- before S, 126–27
opment, 90n3; identification of as use by Francophone learners as alter-
a finding of meaning-oriented native form to the simple past,
studies, 21, 184, 414–16; narra- 273n11
tives as consisting only of fore- use in “personalized” narrative based
ground, 281–82; reached by all on The Tin Toy, 331
learners, 396; universality of as an use in reverse-order reports, 85–86
area for future meaning-oriented present perfect, in English, emergence,
research, 418; use of chronological 180–82, 185–86, 419, 421
order to indicate temporal refer- IEP studies on, 94, 126–27, 142,
ence, 25, 33–36, 63–64, 90n4, 149–60, 150–53 table 3.5, 169,
281–82; use of lexical devices to 170–73 table 3.8, 174, 183; cod-
ing, 139, 140–41, 169; examples of
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484 Index

use, 155–56; observational study marking of unitary and repeated

of effects of instruction, 378–86, events by native speakers and
380–83 table 6.3, 392–93, 394; Chinese learners, 427–28; over-
overgeneralizations, 157 table generalizations/overuse, 227,
3.6, 158–59 238–39, 316–17; use in narratives
present perfect, in Germanic languages, for IEP study of distribution of
419; in Dutch, use in the fore- verbal morphology, 245–46 table
ground by English-speaking 4.4, 247, 248–49 table 4.5,
learner, 289 250–51; use with activities and
present perfect progressive. See perfect achievements, 267–68, 275n25
progressive progressive(s), in Japanese, 212–13, 238,
present progressive, in English, 237–38, 427–28
243, 331; place in sequence of use progressive(s), in Romance languages,
of progressives, 142–43, 149 115, 187n2, 421; expressed by ver-
preterite. See past tense forms bal morphology, 212, 411; in Ital-
pretests, use in testing tense-aspect ac- ian, 101–2, 115, 187n1, 212, 411,
quisition: in experiment on input 416; morphological, lacking in
enhancement in ESL instruction, French, 411; in Spanish, 187n1,
350; in experiment on targeted 212, 223, 253 table 4.6, 257 table
instruction in early-immersion 4.8, 411
French class, 342–44; in experi- progressive of the frame, as a feature of
ment on targeted instruction on the past progressive for Binnick,
Spanish past tense forms, 344–46 104
primary language (L1) acquisition. See prototype hypothesis, 271, 314–15,
first/primary language acquisi- 425–26; as area for further re-
tion search, 427, 428–30
processing instruction: as an area for psycholinguistic process, all second lan-
further research, 434–35; of Span- guage acquisition seen as a, 340,
ish past tense forms compared to 405, 433
traditional and no focused in- punctuality
struction, 344–45, 434 as a characteristic of the foreground,
proficiency, level of: influence on patterns 280, 300, 315
of acquisition of tense and aspect, as a feature in Vendler aspectual cate-
attempts to isolate, 204; as likely gories, 216, 220, 314–15, 429;
factor in distribution of verbal place in tests of Japanese lexical
morphology relative to grounding, categories, 226
291–92 punctual predicates, contrasted with
progressive(s), in English, 115, 211, 240, nonpunctual predicates: as a bi-
416–17, 421 (see also past progres- nary category of lexical aspect,
sive; perfect progressive; present 213–15; in terms of grounding,
progressive); and the aspect hy- 304–12
pothesis, 227–28, 237–39, 424; Punjabi, speakers of, English as target
bare progressive, 140, 142, language for, 24, 27 table 2.1,
237–38; distribution of by ground- 34–35, 281; in ESF studies,
ing and aspectual class, 308, 309 97–100 table 3.1, 397–98 table
table 5.7, 311 fig. 5.6, 311 table 6.5
5.8, 312 fig. 5.7, 316; distribution
of by grounding in L2 narratives
in cross-sectional study, 296–97
table 5.2, 298–99 table 5.3;
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Index 485

Q on use of tense aspect morphemes

quantification of results of studies of L2 by learners, 313–15, 425–26, 428
temporality and narrative struc- repetition, considered in IEP study of
ture, 285, 286–88 table 5.1 verbal morphology and aspect,
quantification of results of studies of the 243–44, 294
aspect hypothesis, 191–92, 198, resultative state, place in tests of Japa-
252–65; across-category analysis, nese lexical categories, 225–26
254–65, 255 table 4.7, 257 table retell tasks (see also film retell tasks):
4.8, 259 fig. 4.3, 260–61 table 4.9, sacrifice of background for fore-
264 fig. 4.4, 268–69; across-cate- ground in, 320; use in elicitation
gory analysis converted to a procedures for aspect hypothesis
within-category analysis, 258, studies, 199–201
262–64, 263 table 4.10; within- retention tests: on targeted instruction in
category analysis, 245–46 table early-immersion French class,
4.4, 248–49 table 4.5, 256–58, 342, 343–44; on targeted instruc-
267, 269; within-category analysis tion on Spanish past tense forms,
converted to an across-category 344–46; use in experiments on in-
analysis, 258–62, 260–61 table put enhancement in ESL instruc-
4.9 tion, 350
question formation task, use in study of reverse-order reports (RORs), 63–66,
ESL students’ use of simple past 87–88, 89, 111, 421
and past progressive, 122–23 in IEP studies, 66–88, 80–83 table
Quirk, R., 92n17 2.7, 391; with and without mor-
phological contrast, 74 table 2.5,
R 76–78
R. see reference time (R) marked by time adverbials, 46–47
realis (deictic) verbal morphology, char- Reynolds, D. W., 230, 232–33, 250, 342,
acteristics of, 321, 326 348–52
real time, emergence of reverse-order re- Rispoli, M., 195
ports in, in IEP study, 78–84, Robison, R. E., 196, 258, 270
80–83 table 2.7 aspect hypothesis studies, 197, 203,
redundant marking hypothesis, 425 (see 214, 219–20, 251, 256, 271; on the
also congruence principle) perfective past, 229–30, 233; on
reference time (R) the progressive, 237, 238–39
chronos time and sequential time, 38, Rohde, A., 112, 254–55, 267–68, 275n25;
90n9 study of German-speaking chil-
as following time of speaking in the dren learning English, 230–31,
future, 416 239, 267–68, 273n10, 275n25
as preceding time of speaking, 126, Romance languages, 410–11 (see also
416; use to compare present, past, Catalan; French; Italian; Span-
pluperfect, and present perfect, ish); tense-aspect morphology in,
178–80 17, 96, 101–2, 211–12, 419
Reichenbach, H., schema for analysis of RORs. See reverse-order reports
tense and aspect, 16–17, 20n6, Russian, speakers of, English as target
104, 126, 169, 178–80, 416 language for, 238–39; in empirical
Reinhart, T., 280, 282, 284, 300, 303, 315 studies addressing the aspect hy-
relative clauses, as markers in reverse- pothesis, 206–10 table 4.1; study
order reports, 75, 87 of narrative structure and distri-
relevance: current relevance, 106–7; bution of verbal morphology, 286
Gricean notion of, 188n8; principle table 5.1, 289–90
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486 Index

Russian, as target language: studies of table 2.7; observational study of

the aspect hypothesis based on, effects of instruction, 373–77 ta-
205, 209 table 4.1; as a subject for ble 6.2, 378, 379, 380–83 table
further research, 410 6.3, 387 table 6.4, 391
Sato, C. J., 8–9, 26 table 2.1
S Satoru (participant in IEP studies),
S. See speech time (S) 133–34 table 3.2, 356 table 6.1,
Salaberry, R., 112, 222, 224, 273n6, 366–67
274n16 tense-aspect morphology emergence
studies on teaching Spanish as a for- studies, 143, 144–47 table 3.4,
eign language, 125, 200–201; 148, 150–53 table 3.5, 154,
analysis of morpheme occurrence, 161–64 table 3.7, 165, 167,
254, 257 table 4.8, 258, 262–64, 170–73 table 3.8; on adverbials
263 table 4.10; challenge to the and reverse-order-reports, 71, 75,
aspect hypothesis offered by, 79, 80–83 table 2.7; observational
268–69; on influence of previous study of effects of instruction,
study on students in university 373–77 table 6.2, 378, 380–83 ta-
courses, 269, 275n26; quantified ble 6.3, 385, 387 table 6.4
analysis of tense-aspect morphol- scaffolding, use to express temporal rela-
ogy, 252–54, 253 table 4.6 tions, 12 fig. 1.1, 25, 31–32, 91n12,
Saleh (participant in IEP studies), 130 414; influence on oral personal
table 3.2, 356 table 6.1, 357–59, narratives, 199, 334–35; use by in-
360 terlocutor, 61
tense-aspect morphology emergence Schiffrin, S. A., 284, 334
studies, 140, 143, 144–47 table Schlyter, S., 28 table 2.1, 116–17
3.4, 148, 150–53 table 3.5, Schultz, J., 90n9
161–64 table 3.7, 165, 170–73 ta- Schumann, J., 26 table 2.1, 35, 46, 90n4,
ble 3.8; on adverbials and acqui- 267
sition of the simple past, 54 table selective association, principle of. See
2.3, 60–61; on adverbials and re- congruence principle
verse-order-reports, 69, 77, 80–83 Selinker, L., 50
table 2.7; observational study of semantically-oriented approach, 11, 22
effects of instruction, 373–77 ta- (see also meaning-oriented stud-
ble 6.2, 378, 379, 380–83 table ies)
6.3, 385, 387 table 6.4, 394 semantic prototypes. See prototype hy-
Salkie, R., 190n32 pothesis
Salsbury, Lysa, 90n10 semantics, 2–3, 10, 21, 113; concepts as
Salsbury, Maya Rachel, 90n10 area for further meaning-oriented
Salsbury, T., 27 table 2.1, 47, 90n10 approach research, 416–17; Dry’s
Sang Wook (participant in IEP studies), analysis of grounding, 282; of the
134–35 table 3.2, 356 table 6.1, emerging verbal morphological
369–70 system, 175–80, 184–86; of the
tense-aspect morphology emergence predicate, lexical/inherent aspect
studies, 143, 144–47 table 3.4, as part of, 205, 213 (see also aspect,
150–53 table 3.5, 154, 161–64 ta- lexical); temporal, 10–14, 16–19,
ble 3.7, 166–67, 170–73 table 3.8; 192, 299–304
on adverbials and acquisition of sequencing, use in reverse-order reports,
the simple past, 53, 55 table 2.3, in IEP study, 85–87
57, 60–61; on adverbials and in
reverse-order-reports, 71, 80–83
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Index 487

sequentiality (narrativity; temporal con- emergence of tense-aspect morphol-

tinuity), 109; as a characteristic of ogy related to and aspect hypothe-
the foreground, 280, 300, 315, 318 sis study, 241, 243, 245–46 table
sequential (kairos) time, and referential 4.4, 248–49 table 4.5, 250, 250
time, 38, 90n9 fig. 4.2
serialization, 25 (see also chronological focus on in investigation of instruc-
order); defined, 90n4; marking of tion effect in an ESL middle-
the past, use of by learners in IEP school content-based science class,
study, 50 346–48
Shibati, M., 231–32 production of by ESL students,
Shirai, Y., 190n31, 211, 407n9, 429 121–23
across-category analysis of mor- use analyzed in IEP study on adver-
pheme occurrence, 254–56, 255 bials and verbal morphology,
table 4.7, 265 51–52, 91n15
aspect studies, 195, 224, 410, 424–26; use for achievements, 197, 313
on classification of predicates into use in film retell task, 322–24
categories, 220–21, 222, 225–27, use in reverse-order reports, 65, 79,
231, 238, 243; principles on tense- 80–83 table 2.7, 84
aspect morphology and lexical use in written narratives, 247, 247
classes, 313–15, 337n10; studies of fig. 4.1
the aspect hypothesis, 197, 203, simple past, in English, emergence of, 94,
238, 239, 266–67 175, 180–82
investigation of distributional bias in IEP studies on, 126–27, 148, 154, 165,
the input, 427–28 169, 174, 393–94; across-category
on the overextension of progressive to and within-category analysis of,
states, 316–17 258–62, 259 fig. 4.3; coding of,
on the past progressive, 105, 187n6 139, 142; and overgeneralizations,
simple past, in Dutch, 187n3 175–76
simple past, in English, 11, 17, 92n16, simultaneity, as area for further mean-
104, 126, 278, 284 ing-oriented research, 416
association with events, support for Sinclair, H., 194
the aspect hypothesis, 229–30, situation in progress at reference time,
233 English progressive described as
choice between the present perfect a, 211
and, 109, 175–80, 190n31 Skiba, R., 29 table 2.1
contrast between the past progres- Slobin, D. I., 420
sive and as one of grammatical Smith, C. S., 1, 36, 109, 188n10, 205, 211
aspect, 104–6 Smith, N. V., 108
distribution of by grounding and as- social factors, role in movement from
pectual class, 305–12, 305 table lexical to morphological stage,
5.5, 307 table 5.6, 308 fig. 5.3, 91n12, 415
309 fig. 5.4, 309 table 5.7, 310 Spanish, 11 (see also individual verb
fig. 5.5; integration of aspect and forms); lexical categories, tests to
discourse hypotheses on, 313–16 distinguish, 223–24, 273nn5, 6
distribution of by grounding in L2 Spanish, speakers of, English as target
narratives in cross-sectional language for, 26 table 2.1, 97–100
study of tense-aspect, 295 fig. 5.1, table 3.1, 206–10 table 4.1 (see
295 fig. 5.2, 296–97 table 5.2, also Spanish, speakers of, English
297, 298–99 table 5.3, 303 as target language for in IEP stud-
ies)
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488 Index

Spanish, speakers of, English as target for speakers of English, 288 table
language for in IEP studies, 5.1; children’s use of the preterite
140–74, 144–47 table 3.4, 150–53 and the imperfect, 114
table 3.5, 161–64 table 3.7, studies of the aspect hypothesis based
170–73 3.8, 179–80, 182–83, 242; on, 205, 209–10 table 4.1; use of
film retell tasks, 78, 242, 323, 324, the Vendler categories, 217–18,
328, 330–32; observational study 228–29, 234–35, 236–37
of effects of instruction, 373–77 study of L2 temporality and narrative
table 6.2, 373–91, 380–83 table structure, 285, 288 table 5.1
6.3, 387 table 6.4; profiles of par- in university foreign-language
ticipants, 127–28, 130–37 table courses, influence of previous
3.2, 355, 356 table 6.1, 370–73; study, 269, 275n26
reverse-order reports, 67–87, speech time (S) (time of speaking)
69–72 table 2.4, 80–83 table 2.7 preceded by event (E), 16–17, 126,
Spanish, speakers of, French as target 169; use to compare present, sim-
language for, 27–28 table 2.1, ple past, pluperfect, and present
31–32, 97–100 table 3.1, 287 ta- perfect, 178–79
ble 5.1, 400 table 6.5, 403 preceding event and reference time in
Spanish, speakers of, German as target the future, 416
language for, 29 table 2.1, 33, states/statives (STA), 215–20, 314–17,
44–45 428–29
Spanish, speakers of, Swedish as target and activities grouped together as
language for, 24, 30 table 2.1, atelic predicates, 215, 231
38–39, 97–100 table 3.1, 400–401 verb forms used to mark, 193–95, 211,
table 6.5 227–28, 266–67, 273n6; distin-
Spanish, as target language, 8, 14, 93–94, guishing in terms of aspectual
124–25, 411 (see also individual categories, 213–15, 220–26; Gia-
verb forms) calone Ramat’s division into men-
acquisitional sequence of mor- tal states and states, 219, 237,
phemes, 422; ESF studies, 97–100 274n14; in IEP study of distribu-
table 3.1 tion of verbal morphology, 244–51,
across-category analysis of mor- 245–46 table 4.4, 247 fig. 4.2,
pheme occurrence, 254–56, 257 248–49 table 4.5; imperfective
table 4.8; converted to a within- past, 234–37, 434; occurrence in
category analysis, 258, 262–64, background and foreground, 301,
263 table 4.10 303–4, 304 table 5.4; perfective
effects of instruction, experimental past, 229, 231, 233, 423; the pro-
studies on, 342, 344–46, 351–52 gressive, 237–40, 274, 316–17;
input processing experiments, 43 quantified analysis of, 252–54,
Natural Approach method for teach- 253 table 4.6, 255 table 4.7, 256,
ing, 344 257 table 4.8, 262, 263 table
prompted personal narratives of ad- 4.10, 268–69; use in narratives for
vanced learners, 319–20 IEP study of distribution of verbal
quantified analysis of tense-aspect morphology, 247, 247 fig. 4.2,
morphology among learners, 274n19
252–54, 253 table 4.6 subjunctive, the, 48; in French, 117; in
Salaberry’s studies on, 125, 201 (see Italian, 419
also Salaberry, R.) Suh, K., 107
Swain, M., 117
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Index 489

Swedish: invariant morphology, 420–21, of in IEP study, 51–63; temporal

423; tense forms, 102, 103–4, adverbials proper as class of for
429–30 Bhat, 90n8; types used with the
Swedish, speakers of: French as target present perfect, 108–9; used to
language for, 28 table 2.1, 97–100 mark reverse-order reports, 47,
table 3.1, 116–17, 236; Italian as 73–75, 85, 87; use with the past
target language for, 235 progressive, 106
Swedish, as target language, 14, 20n2, temporal continuity (narrativity; se-
21, 23; acquisition of morphemes, quentiality), 109; as a charac-
420–21, 423, 429–30; in ESF stud- teristic of the foreground, 280,
ies, 24, 30 table 2.1, 38–39, 93–94, 300, 316, 318
97–100 table 3.1, 118–19, 396, temporal location, concept of seen as
400–401 table 6.5, 402–3 lacking among children, 194
temporal semantics, 10–14, 16–19, 192,
T 299–304
Tajika, H., 287 table 5.1 tense (see also individual tense forms)
Tannen, D,, 319 correlation with inflection, 269–71
target languages (see also individual defined in terms of temporal expres-
languages): broader range of as sion, 10
proposed area for future research, interaction with adverbials, 36
410; comparison between the de- marking of, 7–8, 16–17, 23; at lexical
veloping interlanguage and, made stage, 38–39, 44; in morphological
possible by cross-sectional stud- stage, 46; necessary in deviations
ies, 120; greater influence on ac- from chronological order, 65,
quisition of morphology than first 73–76, 87
language, 419; range of in studies Reichenbachian schema for analysis
of the aspect hypothesis, 204–5 of, 16–17, 20n6
teachability hypothesis, support for, 393, relationship to use of progressive
404, 432 forms, 238
telic predicates, 216, 218, 224–25, 314–15 tense adverbials, temporal adverbials
achievements and accomplishments seen as by Van Holk, 37
grouped together as, 215, 231 (see tense-mood-aspect (TMA): as area for fu-
also accomplishments; achieve- ture research in study of acquisi-
ments) tional sequence, 422; avoidance of
completeness as a feature of, 300 mood in work in the tense-aspect
contrasted with atelic predicates, as a system in L2 acquisition, 417;
binary category of lexical aspect, emergence of in child (first/pri-
213–14, 272n3 mary) language acquisition,
in grounding of events, 301–3, 337n8 113–14
Spanish, 224; use by learners, 235, third person singular of present indica-
252–54, 253 table 4.6, 256, 257 tive, in Italian, use as base form by
table 4.8, 262, 263 table 4.10, adult learners, 115
268–69 third person singular present, as a verb
temporal (time) adverbials, 12–13, 12 form used at lexical stage, 37,
fig. 1.1, 25, 34–35; continued reli- 90n7
ance on in morphological stage, Thompson, S. A., 36–37, 284
45–46; as lexical means for ex- time adverbials. See temporal adverbials
pressing temporality, 36–44, 89, Tin Toy, The (film), use in film retell
90n8, 91n12; linguistic analysis tasks, 200, 327; impersonal and
and quantification of rates of use
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490 Index

“personalized” narratives based or pluperfect, 177, 179; determina-

on, 327–35 tion of, 189n23
Tobagonian creole, 336n3 uninstructed (untutored) foreign lan-
TOEFL (Test of English as a Foreign guage acquisition. See instructed
Language) scores, importance to foreign language instruction
IEP students, 362, 365, 367, 372 University of California, Los Angeles
tokens, in interlanguage, 201, 236–37, (UCLA), aspect studies in second
266–67 language acquisition, 196
analysis of, 265, 273n10; in IEP stud-
ies, 139, 154, 160, 189n21, 243, 294 V
Toshihiro (participant in IEP studies), Van Holk, A. G. F., 37
131–32 table 3.2, 356 table 6.1, Van Naerssen, M., 124
363–64 VanPatten, B., 95, 198, 339–40, 405
tense-aspect morphology emergence Varela, E., 342, 346–48, 351–52
studies, 143, 144–47 table 3.4, Vendler, Z., 36, 215
150–53 table 3.5, 158, 160, Vendler categories, 206–10 table 4.1,
161–64 table 3.7, 170–73 table 214–20 (see also accomplish-
3.8; on adverbials and acquisition ments; achievements; activities;
of the simple past, 55 table 2.3, aspect hypothesis; states/statives)
60–61; on adverbials and reverse- use in investigation of the aspect hy-
order-reports, 71, 79, 80–83 table pothesis, 227–28, 243, 304–12;
2.7; observational study of effects spread of the imperfective past,
of instruction, 373–77 table 6.2, 234–37; spread of the perfective
378, 379, 380–83 table 6.3, 384, past, 228–34; spread of the pro-
386, 387 table 6.4, 391, 394–95, gressive, 237–39
407n6 use in investigation of the discourse
Trévise, A., 27 table 2.1, 287 table 5.1, hypothesis, 304–12
289, 320, 334 verbs (see also tense; individual tenses
truth-value, of the simple past and the and languages)
present perfect, 107–8, 179 as lexical means for expressing tem-
Turkish, speakers of porality, 36–37; forms used, 37
Dutch as target language for, 24, 26 not used in earliest (nominal) stage of
table 2.1, 97 table 3.1, 118, 399 interlanguage development,
table 6.5, 402–3 24–25
German as target language for, sampling of in IEP study, 50
24–25, 99 table 3.1, 288 table type analysis of in IEP study on ad-
5.1, 398 table 6.5, 402–3; exam- verbials and verbal morphology,
ples of lexical means, 39–41; ex- 51–52, 91n15
amples of pragmatic devices, verb stem alterations, in a target lan-
32–33, 35; use of past and present guage, as a subject for further re-
tenses, 46, 118, 396 search, 410
tutored learners. See instructed foreign Véronique, D., 27 table 2.1, 285, 287
language instruction table 5.1, 290–91
type analysis, use in coding of verb forms Vietnamese, speakers of, English as tar-
in IEP studies, 139–40, 174, get language for, 97–100 table 3.1
189n21, 241 viewpoint aspect. See aspect, grammati-
cal
U voice, use to mark events in the fore-
undergeneralizations/underuse, of the ground, 336n1
present perfect, past progressive,
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Index 491

voiced stops in word-final position, not written texts (see also journals; narra-
found in Chinese and Korean, 9 tives, written)
volition, place in test of Spanish lexical compositions used in experiment on
categories, 223 targeted instruction in early-im-
Von Stutterheim, C., studies of second mersion French class, 342–43
language acquisition, 22, 24–25, use in IEP studies, 129, 138 table 3.3,
29 table 2.1, 32–33, 35, 283, 160, 354; on emergence of form-as-
318–19, 431; study of temporality pect morphology, 154–55; typed
and narrative structure, 285, 288 for coding, 139–42
table 5.1
Y
W Youssef, V., 336n3
Weist, R. M., 194–95, 196, 270–71
Wiberg, E., 235, 254, 269, 274n12, 411 Z
Wolfram, W., 6–7, 8, 244, 289–90 Zayed (participant in IEP studies), 131
Wolfson, N., 284 table 3.2, 356 table 6.1, 362–63
written reports, use in investigation of tense-aspect morphology emergence
instruction effect in an ESL mid- studies, 143, 144–47 table 3.4,
dle-school content-based science 148–49, 150–53 table 3.5, 154,
class, 347–48 155–56, 160, 161–64 table 3.7,
written tasks, use in elicitation procedures 165, 170–73 table 3.8; on adver-
for aspect hypothesis studies, 199, bials and reverse-order-reports,
203–4; IEP study, 239–40, 241, 69, 74–75, 78, 80–83 table 2.7, 84;
243, 244–48, 245–46 table 4.4, observational study of effects of
251; on the perfective past, instruction, 373–77 table 6.2,
228–29; on the progressive, 378, 379, 380–83 table 6.3, 385,
237–39 387 table 6.4