Tense and aspect in second language acquisition : form, meaning, and use

By K. Bardovi-Harlig. 2000

474 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/127c3e2f0823d85b77c1efd6e238dddda38c4eb8

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Citations in the corpus

Effects of distributed practice on the acquisition of second language English syntax (2010, background): “Although these materials and the form-focused approach are not the only ones that could have been used, much research has demonstrated their benefits, so they were also selected for their educational merit (for reviews, see Bardovi-Harlig, 2000).”
The Emergence of Complexity, Fluency, and Accuracy in the Oral and Written Production of Five Chinese Learners of English (2006, background): “It also shows what insights can be obtained by careful analysis at different levels of magnification, including at the level of individual performance over time of the sort that Bardovi-Harlig (2000) has done with the English tense–aspect system.”
Processing tense/aspect-agreement violations on-line in the second language: A self-paced reading study with French and German L2 learners of English (2013, background): “Email: leah.roberts@york.ac.uk I Introduction In the field of second language (L2) acquisition research, the acquisition of tense and aspect has long been a topic of intensive investigation (for overviews, see for example Bardovi-Harlig, 2000; Slabakova, 2002).”
Task-based language teaching: sorting out the misunderstandings (2009, background): “The teachability hypothesis There is a substantial body of research that shows that L2 acquisition involves both an order and sequence of acquisition (e.g. Ellis 1994; Bardovi Harlig 2000) and that this cannot be easily altered through instruction (e.”
FREQUENCY EFFECTS IN LANGUAGE PROCESSING (2002, unknown): “…in the acquisition of tense and aspect markers associated with or affixed to these verbs and may be less sensitive to tense or grammatical aspect (Andersen, 1991; Bardovi-Harlig, 2000; Shirai & Andersen, 1995)—is a good example of such influences in both first and second language acquisition.”
PSYCHOLOGICAL CONSTRAINTS ON THE UTILITY OF METALINGUISTIC KNOWLEDGE IN SECOND LANGUAGE PRODUCTION (2002, background): “Bardovi-Harlig (2000) and Andersen and Shirai (1994) showed that the prototypicality of lexical aspect inherent in verbs could account for the patterns of distribution of tenseaspect morphology in L2 production.”
Teachers Exploring Tasks in English Language Teaching (2005, unknown): “Bean; and Bardovi-Harlig (2000) used the classic silent cinema of Charlie Chaplin’s Hard Times.”
Assessing Grammar: Assessing Grammar (2004, methodology): “From the L2 assessment perspective, Purpura’s conceptualization of L2 proficiency was inspired by the theoretical models of proficiency proposed by Lado (1961), Canale and Swain (1980), Bachman and Palmer (1996), and many others, described in the previous sections.”
THE BOUNDS OF ADULT LANGUAGE ACQUISITION (2010, background): “This is usually not the case for adults learning a L2 naturalistically (Bardovi-Harlig, 2000 ; Noyau, Klein, & Dietrich, 1995 ; Perdue, 1993 ; Schumann, 1987 ; VanPatten, 1996 ).”
Measuring analyticity and syntheticity in creoles (2014, background): “10 The lower frequency of grammatical marking in creole languages is not surprising (e.g. see Aboh 2009). The most common explanation for this phenomenon is that it is a consequence of adult second language learning (e.g. Wekker 1996; DeGraff 1999, 2005; Chaudenson 2001; Mufwene 2001; McWhorter 2007”
An operational definition of the emergence criterion (2007, background): “In order to overcome these limitations some authors have proposed acquisition criteria based on the emergence of linguistic structures (e.g. Meisel et al. 1981; Bahns 1983; Hammarberg 1996; Pienemann 1998; Bardovi-Harlig 2000).”
The acquisition of tense-aspect: Converging evidence from corpora and telicity ratings (2009, methodology): “This finding may be a partial explanation for the fact that the progressive tends to be acquired earlier than past tense in L1 and L2 acquisition (Bardovi-Harlig, 2000; Brown, 1973; Dulay & Burt, 1974; Goldschneider & DeKeyser, 2001): The input for the progressive tends to be less noisy in the…”
CROSSLINGUISTIC INFLUENCE AND CONCEPTUAL TRANSFER: WHAT ARE THE CONCEPTS? (2005, methodology): “The widespread patterns of transfer involving verb phrases warrant a close look by anyone interested in transfer in relation to the Aspect Hypothesis.”
Coreference and discourse coherence in L2: The roles of grammatical aspect and referential form (2017, background): “With regard to the event structure manipulation, it is important to bear in mind that the acquisition of aspect can be a difficult and protracted process in SLA (e.g., Bardovi-Harlig, 2000; Gabriele, 2009).”
The Evidence is IN: Drills are OUT (2003, background): “Learners — again, both in and out of the classroom — have demonstrated that the acquisition of the tense and aspectual systems of language (e.g., the use of the preterit/passé composé and imperfect) is piecemeal and unaffected by instructional intervention (Bardovi-Harlig, 2000).”