Child Second Language Acquisition; A bi-directional study of by Sonia Rocca

By Sonia Rocca

As one of many first books in baby moment language acquisition (SLA), this publication makes a speciality of the center zone of tense-aspect morphology, reporting on 3 L1-Italian kids studying L2 English vs. 3 L1-English young ones studying L2 Italian. An leading edge longitudinal/bidirectional learn layout, the place languages signify either resource and objective, exhibit results of language move in inexperienced persons that, as a result of their age, nonetheless have power to develop into native-speakers of the objective. An strange function of this publication is that suitable stories of acquisition of L2 Italian, a few heretofore in simple terms in Italian, are reviewed, included into the examine and made on hand to a extra basic viewers. notwithstanding the main target is on baby SLA, an important comparisons to either first language acquisition vs. grownup SLA are provided. This strategy will hence be of curiosity extra mostly to readers in first and moment language acquisition and baby improvement.

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Additional resources for Child Second Language Acquisition; A bi-directional study of English and Italian tense-aspect morphology (Studies in Bilingualism)

Example text

1-47) a. John swam for an hour. b. John swam to the island for an hour. So, according to McClure, swim is an activity with an implicit telic meaning and swim to the island is an achievement where only a telic reading is allowed. Conversely, read a book is an activity, again with an inherent telic meaning. Van Valin & La Polla (1997) pointed out that the for X time test is irrelevant with accomplishments. States and activities accept for X time, whereas accomplishments and achievements accept in X time.

4 Habituality should be distinguished from iterativity (Comrie 1976; Dahl 1985; Brinton 1988). The former involves a situation or a series of situations characteristic of a time interval, whereas the latter involves the repetition of a situation on a single occasion. (1-23) a. John walked/used to walk to school every morning. a’. Gianni andava a scuola a piedi ogni mattina. b. John coughed all night. b’. Gianni ha tossito tutta notte. (habitual) (iterative) The parallel examples in this section show that Italian and English differ in their linguistic encoding of imperfectivity.

In fact, the progressive in (1-25a’) is acceptable whereas the progressive in (1-25b’) is not. Another feature that is closely associated with the progressive form is temporariness: the situation is durative but its duration is somehow limited. The progressive form indicates impermanence because it presents a situation dynamically, as a process in progress and as such the situation cannot last indefinitely. 2). (1-26) a. John was living in London. b. John lived in London. (1-27) a. John was looking pale.

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