ABSTRACT

The study addresses the research gap of how being a speaker of a Slavic language influences the ability to convey tempo-aspectual meanings in Romance languages by examining personal and impersonal narratives delivered in written and spoken mode by learners of L3 Spanish and L3 Italian with L1 Slovak and L2 English. Narratives are analysed following the methods of interlanguage analysis proposed by Ellis and Barkhuizen [(2005). Analysing learner language. Oxford University Press] and Salaberry and Comajoan [(2013). Research design and methodology in studies on L2 tense and aspect. De Gruyter Mouton], such as coding for grounding, frequency analysis of tense forms and lexical aspectual classes, etc. Following the ideas presented by Bayley (Citation2013Bayley, R. (2013). Data analysis: Quantitative approaches. In M. R. Salaberry & L. Comajoan (Eds.), Research design and methodology in studies on L2 tense and aspect (pp. 357–390). De Gruyter Mouton. [Crossref], [Google Scholar], Data analysis: Quantitative approaches. In M. R. Salaberry & L. Comajoan (Eds.), Research design andmethodology in studies on L2 tense and aspect (pp. 357–390). De Gruyter Mouton), binomial logistic regression models were built which showed that (a) the combination of discourse grounding and lexical aspect is of predictive power regarding the appropriateness of participants’ choices of morphological marking; (b) the distributional characteristics of morphological marking on telic predicates differs from activities and statives. One of the main differences compared to the results of previous studies, conducted on speakers of Germanic languages, is that the data did not provide enough evidence for morphological marking being used to convey primarily temporal distinctions (see Salaberry, Citation1999Salaberry, M. R. (1999). The development of past tense verbal morphology in classroom L2 Spanish. Applied Linguistics, 20(2), 151–178. https://doi.org/10.1093/applin/20.2.151 [Crossref], [Web of Science ®], [Google Scholar], The development of past tense verbal morphology in classroom L2 Spanish. Applied Linguistics, 20(2), 151–178. https://doi.org/10.1093/applin/20.2.151; Wiberg, E. (1996). Reference to past events in bilingual Italian-Swedish children of school age. Linguistics, 34(5), 1087–1114. https://doi.org/10.1515/ling.1996.34.5.1087]) and presented the marking of telic predicates in foreground with perfective morphology as consistent, disregarding the level of participants’ performance.

摘要

该研究通过检查 L3 西班牙语和 L3 意大利语和 L1 斯洛伐克语学习者以书面和口语模式提供的个人和非个人叙述，解决了斯拉夫语使用者如何影响罗曼语言中表达节奏意义的能力的研究空白和 L2 英语。按照 Ellis 和 Barkhuizen [(2005) 提出的中介语分析方法对叙事进行分析。分析学习者的语言。牛津大学出版社]以及 Salaberry 和 Comajoan [(2013)。二语时态和体研究的研究设计和方法。De Gruyter Mouton]，例如基础编码、时态形式的频率分析和词汇体类等。遵循 Bayley 提出的想法（引文2013贝利，R.（2013）。数据分析：定量方法。MR Salaberry和L. Comajoan（主编），L2 时态和体研究的研究设计和方法（第357 - 390页）。德格鲁特木桐。[交叉引用] ，[谷歌学术] ，数据分析：定量方法。MR Salaberry 和 L. Comajoan（主编），L2 时态和体研究的研究设计和方法（第 357-390 页）。De Gruyter Mouton）建立了二项式逻辑回归模型，该模型表明：（a）话语基础和词汇方面的结合对于参与者选择形态标记的适当性具有预测能力；(b)目的谓词的形态标记的分布特征不同于活动和静态。与之前对日耳曼语言使用者进行的研究结果相比，主要差异之一是数据没有提供足够的证据证明形态标记可用于传达主要的时间差异（参见 Salaberry，引文1999）萨拉伯里先生（1999）。西班牙语课堂上过去时动词形态的发展。应用语言学，20 （ 2 ），151-178 。https://doi.org/10.1093/applin/20.2.151 [Crossref]，[Web of Science ®] ，[Google Scholar] ，西班牙语二语课堂中过去时言语形态的发展。应用语言学，20（2），151-178。https://doi.org/10.1093/applin/20.2.151；维伯格，E.（1996）。参考意大利-瑞典双语学龄儿童的过去事件。语言学，34(5), 1087–1114。https://doi.org/10.1515/ling.1996.34.5.1087]）并提出了前景中的目的谓词的标记与完美形态一致，无论参与者的表现水平如何。