The Effect of Lexical Aspect and Discourse Grounding in the Acquisition of Spanish Past Tense Aspect by Mandarin Chinese Speakers: Replicating the Approach Used in Salaberry (2011)

• Autores: Yuliang Sun, Lourdes Díaz Rodríguez , Mariona Taulé Delor , Meng Xu, Ning Yao, Xiaojing Liu
• Localización: Revista signos: estudios de lingüística, ISSN-e 0718-0934, ISSN 0035-0451, Vol. 56, Nº. 111, 2023, págs. 175-206
• Idioma: inglés
• DOI: 10.4067/S0718-09342023000100175
• Títulos paralelos:
  • El efecto del aspecto léxico y la información del discurso en la adquisición del aspecto del tiempo pasado en español por aprendices sinohablantes: Replicando el enfoque utilizado en Salaberry (2011)
• Enlaces
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• Dialnet Métricas: 1 Cita
• Resumen
  • español

    En este trabajo, replicamos el enfoque de Salaberry (2011). En función a una tarea escrita de elección múltiple de 40 ítems basada en el discurso, analizamos la influencia que tienen la clase aspectual del verbo y la información de foco y fondo discursivos sobre el uso de la morfología verbal perfectiva e imperfectiva del español por aprendices sinohablantes de los niveles B1, B2, C1 (del MCER). Nuestros resultados muestran que la preferencia por usar asociaciones prototípicas predichas por la LAH y la DH coincide con los resultados de Salaberry (2011). Sin embargo, descubrimos que nuestros estudiantes de L1 chino mandarín muestran un patrón de desarrollo particular en comparación con los estudiantes de L1 inglés de Salaberry (2011).

  • English

    In this work, we replicate the approach of Salaberry (2011). Based on an a written 40 item discourse based forced-choice task, we analyze the influence of lexical aspectual class and grounding information in discourse on the use of perfective and imperfective verbal morphology of Spanish by Chinese learners of three levels of proficiency (B1, B2, C1 of the CEFR). Our results show that the preference to use prototypical associations predicted by the LAH and the DH coincide with Salaberry’s (2011) results. However, we found that our L1 Mandarin Chinese learners show a particular developmental pattern compared with the L1 English learners in Salaberry (2011).

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