國立虎尾科技大學 |

L2 Spanish Verbal Morphology Mastery Sequence.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	L2 Spanish Verbal Morphology Mastery Sequence./
Author:	Fernandez Arroyo, Laura.
Description:	1 online resource (87 pages)
Notes:	Source: Masters Abstracts International, Volume: 56-05.
Contained By:	Masters Abstracts International56-05(E).
Subject:	Language. -
Online resource:	click for full text (PQDT)
ISBN:	9780355096828

L2 Spanish Verbal Morphology Mastery Sequence.
Fernandez Arroyo, Laura.

L2 Spanish Verbal Morphology Mastery Sequence. - 1 online resource (87 pages)

Source: Masters Abstracts International, Volume: 56-05.

Thesis (M.A.)

Includes bibliographical references

Although there is agreement on the existence of a sequence in the acquisition of a second language (L2), it is still controversial how such a sequence would proceed. Different theories for different languages have been proposed. A popular proposal is that first lexical and later morphological aspects are acquired, and within the later, first the regular ones, and then the irregular ones. In this study, departing from the proposals of Hopp's, Skehan, Pienemann,and Connectionism, as well as some previous results by Presson et Al. (2013), some of their theories' predictions with respect to the acquisition sequence of indicative preterit and present tenses in Spanish as L2 by native speakers of English were tested. In order to do so, 61 students of 3 different levels were given a test where they had to conjugate these two tenses for regular, irregular, and paronymous verbs. Response accuracy was measured for each of the 1,098 experimental items. In addition, for the second year level, students were divided into a training and a control group, and the effects of training were measured with a second test. The training method used was the Focus on Form type of instruction.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355096828Subjects--Topical Terms:

571568
Language.
Index Terms--Genre/Form:

554714
Electronic books.

L2 Spanish Verbal Morphology Mastery Sequence.
LDR:03518ntm a2200385Ki 4500 001 911838
005 20180531103648.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355096828
035 $a (MiAaPQ)AAI10278248
035 $a (MiAaPQ)uwyo:12493
035 $a AAI10278248
040 $a MiAaPQ $b eng $c MiAaPQ
099 $a TUL $f hyy $c available through World Wide Web
100 1 $a Fernandez Arroyo, Laura. $3 1183920
245 1 0 $a L2 Spanish Verbal Morphology Mastery Sequence.
264 0 $c 2017
300 $a 1 online resource (87 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Masters Abstracts International, Volume: 56-05.
500 $a Adviser: Irene Checa Garcia.
502 $a Thesis (M.A.) $c University of Wyoming $d 2017.
504 $a Includes bibliographical references
520 $a Although there is agreement on the existence of a sequence in the acquisition of a second language (L2), it is still controversial how such a sequence would proceed. Different theories for different languages have been proposed. A popular proposal is that first lexical and later morphological aspects are acquired, and within the later, first the regular ones, and then the irregular ones. In this study, departing from the proposals of Hopp's, Skehan, Pienemann,and Connectionism, as well as some previous results by Presson et Al. (2013), some of their theories' predictions with respect to the acquisition sequence of indicative preterit and present tenses in Spanish as L2 by native speakers of English were tested. In order to do so, 61 students of 3 different levels were given a test where they had to conjugate these two tenses for regular, irregular, and paronymous verbs. Response accuracy was measured for each of the 1,098 experimental items. In addition, for the second year level, students were divided into a training and a control group, and the effects of training were measured with a second test. The training method used was the Focus on Form type of instruction.
520 $a Results indicate that, for accuracy, with respect to tenses, present is mastered before preterit is (present already in the first year, while preterit only gets mastered in the third year). Likewise, irregular verbs are harder to master, particularly in the preterit, although differences were not consistently significant through the advancement in level. Paronymous verbs did not show a different mastering timing than that of the regular verbs.
520 $a As for the training, the results for the training group were not very significantly different from those of the control group, contrary to previous studies' results, indicating that more training might be necessary, although the timing should still occur in the second year for the preterit.
520 $a Thus, and although more studies are needed still in the area, it seems that there is a sequence in the acquisition of Spanish L2 morphology, so that present is mastered significantly earlier than preterit, and regular verbs are mastered also earlier than irregular ones, despite the higher frequency of irregular verbs.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Language. $3 571568
650 4 $a Linguistics. $3 557829
655 7 $a Electronic books. $2 local $3 554714
690 $a 0679
690 $a 0290
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Wyoming. $b Languages - Modern and Classical. $3 1183921
773 0 $t Masters Abstracts International $g 56-05(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10278248 $z click for full text (PQDT)