Learning aspect in Italian as additional language. The role of second languages

被引：5

作者：

Vallerossa, Francesco ^{[1
]}

Gudmundson, Anna ^{[2
]}

Bergstrom, Anna ^{[1
]}

Bardel, Camilla ^{[1
]}

机构：

[1] Stockholm Univ, Dept Language Educ, Stockholm, Sweden

[2] Stockholm Univ, Dept Romance Studies & Class, Stockholm, Sweden

来源：

IRAL-INTERNATIONAL REVIEW OF APPLIED LINGUISTICS IN LANGUAGE TEACHING | 2023年 / 61卷 / 03期

关键词：

additional language learning; grammatical aspect; Italian as Ln; second languages; transfer; ASPECT HYPOTHESIS; L2; ACQUISITION; LEARNERS; SPANISH; PROFICIENCY; MORPHOLOGY; CONTRASTS; TYPOLOGY; ENGLISH;

D O I：

10.1515/iral-2021-0033

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The study examines the role played by English and Romance languages (L2s) when learning grammatical aspect in Italian as additional language (Ln). Swedish university students of Italian (n = 34), divided according to knowledge of a Romance L2 and English aspectual knowledge, completed an interpretation task of aspectual contrast in Italian. Eight native speakers served as a control group. The findings showed that knowledge of a Romance language as L2 and high English aspectual knowledge exerted a differential influence on learning aspect in Italian. This outcome is discussed in the light of a consistent form-meaning relationship between the L2s and Italian. Yet, with a mismatch between grammatical and lexical aspect, the learners' judgments differed from the native speakers' judgments. Thus, our findings also support the idea of the existence of differential learning paths sustained by the L2s when learning complex aspectual configurations.

引用

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页码：1139 / 1171

页数：33

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