10. Information structure in dialogic future plans: A study of Italian native speakers and Swedish preadvanced and advanced learners of Italian

Wiberg, Eva

doi:10.1075/lald.27.13wib

Cited by 10 publications

(7 citation statements)

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“…In the case of the other groups, while the present is used to a lesser extent compared to Group 1, we do not find that its use reflects a tendency observed by Wiberg (2002) for singular events expected to occur in the future to be presented as habitual events situated in the present. Rather, when it is used by these groups, the present seems to express a general truth surrounding the event, although we find no evidence to then make the corresponding claim that events marked with the inflected and periphrastic forms are in some way lacking in a truth value, as exemplified in the following: Apart from the present, it is also noteworthy that the periphrastic form is not used at all by Group 1, in spite of its formal similarity with its English equivalent.…”

Section: Arborescences Revue D'études Françaises Issn: 1925-5357 112mentioning

confidence: 66%

“…For example, in the case of L2 Italian, Giacalone Ramat (1992) places the inflectional form towards the latter end of the acquisition order that she presents for her naturalistic learners in the Pavia Project. Wiberg (2002) also offers an insightful study of the marking of futurity in L2 Italian. Her findings suggest that learners often avoid speaking about the future by presenting future events in terms of more habitual actions.…”

Section: The L2 Acquisition Of Futuritymentioning

confidence: 99%

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At the Interface between Sociolinguistic and Grammatical Development: The Expression of Futurity in L2 French

Howard

2015

arbo

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As an example of socio-grammatical variation in target language French, the morphological variation at work in the expression of futurity constitutes an interesting area to intricately relate the L2 learner’s sociolinguistic and grammatical development. This conceptual entity is all the more interesting since previous studies of this variable in native speaker French point to a certain discrepancy between prescriptive and sociolinguistic norms in the speaker’s choice between the inflected and periphrastic forms as well as in the use of the present to mark futurity, whereby the prescriptively hypothesized semantic restrictions on the use of each form are not seen to be upheld in real language usage. This paper is concerned with the acquisition challenge that such a threefold choice poses to the L2 learner of French, based on a quantitative cross-sectional analysis of Irish instructed and study abroad learners of French. Reflecting previous studies of other variables (see, for example, Dewaele 2004; Mougeon et al. 2010), results suggest an important effect for naturalistic exposure on the acquisition of native speaker norms surrounding the expression of futurity, as well as for the actual target language variety to which the learners are exposed.

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Section: Arborescences Revue D'études Françaises Issn: 1925-5357 112mentioning

confidence: 66%

Section: The L2 Acquisition Of Futuritymentioning

confidence: 99%

At the Interface between Sociolinguistic and Grammatical Development: The Expression of Futurity in L2 French

Howard

2015

arbo

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“…Schlyter () notes that adult Swedish‐speaking learners of French begin to use lexical futures around the time they use the PF, and Moses () reports that English‐speaking learners of French increase use of lexical futures as proficiency increases, which was also the case for PF and MF production. One L2 Italian study has investigated advanced Swedish‐speaking learners of the L2, reporting that the advanced learners used more lexical futures than Italian NSs in an oral task (Wiberg, ).…”

Section: Research On Lexical Futures and Remaining Gaps In The Literamentioning

confidence: 99%

Beyond the Present Indicative: Lexical Futures as Indicators of Development in L2 Spanish

Kanwit

2019

The Modern Language Journal

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The present study investigates to what extent first‐language (L1) and second‐language (L2) speakers use lexical futures, whether such forms provide evidence of development, and whether these forms are constrained differently from the present indicative (PI) according to linguistic predictors. It uses a combined approach through its concept‐oriented consideration of an underreported form and analysis of the behavior of individual learners, along with applying variationist methods to determine whether independent linguistic predictors differentiate between lexical futures and a formally similar structure (i.e., the PI). The study includes 120 English‐speaking learners of Spanish from 5 course levels and 20 native speakers (NSs) of Spanish. Participants completed an oral production task, in which they responded to 8 personal prompts. Results indicate that NSs used lexical futures robustly and that part of the development associated with the acquisition of future‐time expression included increases in the overall rates of lexical future use and the inventory of lexical future periphrases. Mixed‐effects models revealed that from the earliest level lexical futures could be differentiated from the PI as predicted by independent variables, and that independent variables patterned in a more target‐like way as course level increased.

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“…Deuxièmement, le transfert de la langue danoise joue fort probablement aussi un rôle pour l'acquisition du système du futur français, puisque l'expression du futur en danois se forme à partir d'un verbe semi-auxiliaire skal + l'infinitif, ce qui ressemble à la forme analytique en français, bien que leurs contenus sémantiques ne soient pas identiques (Wiberg 2002).…”

Section: Conclusion Et Explicationsunclassified

Le rapport entre changement et acquisition illustré au moyen du système du futur

Lindschouw

Löbl

2019

BeLLS

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The future tense system in French has undergone important reorganisations during the period from Middle to Modern French. During this period the synthetic future (parlera ‘will talk’) has changed from a system in which it expressed two semantic values to a system in which it expresses one single value. At the same time, the analytic future (va parler ‘is going to talk’) has undergone the opposite evolution having thus expanded its domain of use and covers nowadays a part of the domain formerly belonging to the synthetic future. At the same time, it is interesting to observe a parallel between the change of the grammatical forms of the future tenses and their acquisition by learners of FLE. Indeed, the learners seem to master the future tense form in progression (i.e. the analytic future) earlier than the future tense form in the process of reduction (i.e. the synthetic future). Furthermore, they tend to use the analytic future as their default form. In this contribution, three major factors are proposed as an explanation of this order of acquisition: 1. The frequency of the future tense forms in the oral and written input that the students receive in and outside the classroom; 2. The transfer from the students’ native language (Danish) which only possesses an analytical future form (will + infinitive); 3. The relation between the form and the function of the two future tenses. Finally, it is discussed to which extent the linguistic forms in the process of reduction should be taught.

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10. Information structure in dialogic future plans: A study of Italian native speakers and Swedish preadvanced and advanced learners of Italian

Cited by 10 publications

References 0 publications

At the Interface between Sociolinguistic and Grammatical Development: The Expression of Futurity in L2 French

At the Interface between Sociolinguistic and Grammatical Development: The Expression of Futurity in L2 French

Beyond the Present Indicative: Lexical Futures as Indicators of Development in L2 Spanish

Le rapport entre changement et acquisition illustré au moyen du système du futur

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