The Use of the Progressive in Light of the AH in Monolingual EFL-Instructed Spanish Learners at University Level: A Longitudinal Learner Corpus-Based SLA Study

• Díez-Bedmar, María Belén ^[1]
  1. [1] Universidad de Jaén

     Universidad de Jaén

     Jaén, España

     
• Localización: Círculo de lingüística aplicada a la comunicación, ISSN-e 1576-4737, Nº. 87, 2021 (Ejemplar dedicado a: Monograph: Tense, Aspect and Modality in L2. Recent Applied Studies), págs. 53-69
• Idioma: inglés
• DOI: 10.5209/clac.76712
• Títulos paralelos:
  • El uso del progresivo considerando la Hipótesis del Aspecto en alumnado universitario con instrucción en inglés como lengua extranjera: un estudio de adquisición de segundas lenguas basado en un corpus de aprendices longitudinal
• Enlaces
  • Texto completo
• Resumen
  • español

    A pesar del reciente interés en el análisis del progresivo considerando la Hipótesis del Aspecto, hay poca información sobre su uso por parte de aprendientes de inglés L2 cuya L1 es el español. Para lograr un mayor conocimiento del uso del progresivo en la expresión escrita de este alumnado, cuando recibe instrucción formal en la L2 en niveles avanzados, este estudio, basado en un corpus de aprendices longitudinal, analiza la frecuencia de su uso y dos de las asociaciones de la Hipótesis del Aspecto: (i) la asociación del progresivo con verbos dinámicos; (ii) y la no extensión del progresivo a verbos estáticos. Para poder ajustar la versión fuerte de la Hipótesis del Aspecto al uso del progresivo en este grupo de estudiantes, se analizan también los efectos derivados de diferentes variables: entre ellas, el tiempo verbal empleado, usos (di-)similares a los de la lengua meta, el curso académico, el tipo de tarea y las preferencias individuales de los estudiantes.

  • English

    Despite recent interest in the analysis of the progressive in light of the Aspect Hypothesis (AH), little information is available on the use of the progressive by EFL Spanish learners. To gain a better understanding of the use of the progressive in EFL-instructed Spanish learner writing at advanced levels, this longitudinal learner corpus-based SLA study examines the frequency of use of the progressive, as well as two of the associations of the AH: (i) the progressive with dynamic verbs; (ii) and, no overextension of the progressive to stative verbs. The effects derived from factors or variables such as the tense employed, target- and non-target-like uses, students’ academic year and expected higher proficiency level, task type and individual preferences are also discussed as a way to fine-tuning the strong version of the AH to the use of the progressive by this learner group

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