Cognitive grammar learning strategies in the acquisition of tense-aspect morphology in L3 Catalan

Comajoan, Llorenç

doi:10.1080/10489223.2018.1534965

Cited by 10 publications

(6 citation statements)

References 17 publications

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“…However, since her L2s are more similar to the target language than her L1, we cannot distinguish the L2SFH from the typology factor. For this learner, different languages serve different purposes (see also Comajoan-Colomé, 2019;Eibensteiner, 2021), an outcome that is in line with transfer models conceiving L3A as an incremental property-byproperty phenomenon (Slabakova, 2017;Westergaard et al, 2017). While French sustains the correct interpretation of the passato prossimo, Swedish and English are evoked, but not actively transferred, for making sense of the Italian progressive periphrasis.…”

Section: Discussionmentioning

confidence: 52%

“…Beneficial effects of typological proximity on linguistic transfer are also traceable from languages acquired later in life. Structures that are similar across languages are most likely to be transferred, both from a Romance L2 language into a Romance L3 (Comajoan-Colomé, 2019;Eibensteiner, 2021Eibensteiner, , 2022Eibensteiner, , 2023Vallerossa, 2021Vallerossa, , 2022 and from L2 English to a Romance L3 (Eibensteiner, 2019). Transfer of meanings originating in L2 English has also been found in a study by Vallerossa et al (2021), where learners with high aspectual knowledge in English (operationalized as knowledge of the contrast perfective/progressive) outperformed learners with low aspectual knowledge in English when it came to the progressive meaning expressed by the Italian Imperfect.…”

Section: Transfer Studies On the Non-native Acquisition Of Romance As...mentioning

confidence: 99%

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Vallerossa,

Bardel

2023

LIA

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The study examines how three undergraduate beginner students of Italian as L3 make sense of Italian tense-aspect morphology based on other languages. All students had knowledge of Swedish, English, and French, in each case acquired in a particular chronological order. The participants completed two C-tests and three interpretation tests of aspectual contrasts in English, French, and Italian. The latter was complemented by written comments. The results of the Italian interpretation test varied depending on tense-aspect configurations. A qualitative analysis of the comments revealed four categories of metalinguistic reflections, referring to: (i) explicit rules, (ii) intuition, (iii) other languages, and (iv) uncertain/unknown, differently distributed among the students. The results suggest that the students relied on their L1(s) as well as their L2(s) depending on type of transfer, whether linguistic or conceptual, which is discussed in light of some recent L3 models.

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Section: Discussionmentioning

confidence: 52%

Section: Transfer Studies On the Non-native Acquisition Of Romance As...mentioning

confidence: 99%

Always trust your gut?

Vallerossa,

Bardel

2023

LIA

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“…Al contrario, l'effetto dell'aspetto lessicale e del radicamento del discorso aumenta con l'aumentare della competenza» (Toth, 2019: 233). Questi risultati e quelli di Comajoan (2019) per quanto riguarda la lingua catalana appresa come L3, secondo cui «l'aspetto lessicale e il radicamento discorsivo sono stati usati molto raramente» (ivi: 275), ci hanno indotto a non codificare il radicamento discorsivo nelle risposte degli studenti del nostro gruppo campione. Così, siamo stati in grado di progettare la situazione di ricerca in modo che i nostri elementi di esercizio nelle coppie di frasi fossero proposti isolati senza alcun ulteriore contesto linguistico.…”

Section: Acquisizione Dei Dati Della Ricercaunclassified

Riflessioni Di Studenti Di L1 Slovacca Sul Tempo E L’aspetto in Italiano: Uno Studio Di Caso

Palágyi,

Medveczká,

Malovecký

2023

ILD

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Lo studio indaga le riflessioni sul tempo e sull’aspetto fatte da studenti universitari che hanno come L1 lo slovacco come L3 l’italiano. Utilizzando metodi misti qualitativi e quantitativi, offre un’analisi approfondita delle argomentazioni fornite dagli studenti. Descrive le differenze nell’uso delle strategie cognitive di apprendimento grammaticale (riflessione metalinguistica, traduzione, intuizione) in relazione alla complessità delle caratteristiche aspettuali delle frasi analizzate. L’approccio sperimentale presenta la prospettiva dell’apprendente, in quanto offre frasi grammaticali e agrammaticali per studiare le opinioni sulla correttezza o scorrettezza di esempi dati in italiano come lingua straniera. L’articolo propone innovazioni nel disegno della ricerca per consentire interrogazioni contrastive specializzate in ulteriori ricerche sull’apprendimento del tempo verbale e dell’aspetto nell’italiano L3 da parte di apprendenti di L1 slovacca. La ricerca è stata condotta nell’ambito di un seminario sperimentale multilingue. Reflections of L1 Slovak students on tense and aspect in Italian: a case study The study investigates the tense and aspect reflections by Slovak L1 university students in L3 Italian. Using mixed qualitative and quantitative methods, it offers an in-depth analysis of the arguments provided by students. It describes differences in the use of cognitive grammar learning strategies (metalinguistic reflection, translation, intuition) concerning the complexity of the aspectual characteristics of the analyzed sentences. The experimental approach addresses the learner’s perspective, as it offers both grammatical and ungrammatical sentences to study views on the correctness or incorrectness of given examples in Italian as a foreign language. The paper proposes innovations in research design to permit specialized contrastive queries in further research of tense and aspect learning of L3 Italian by L1 Slovak learners. The research was conducted as part of a multilingual experimental seminar.

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“…The implementation of grammar knowledge, which tends to be cognitively used, on writing tasks accommodates students to better writing, such as selecting the correct form and tense-aspect in the narrative (Comajoan, 2019). Teng (2019) also postulated that metacognition strategies have correlated positively with the students' EFL writing.…”

Section: Student's Learning Goal In a Changing Situationmentioning

confidence: 99%

"I can rise up from my adversity”: Situational language learning strategies

Ismiatun

Widowati

Suhartoyo

2020

jees

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Deriving from the postulation that learning strategies are shaped from a learning situation, which is inseparable from its socio-cultural context. A paradigm has shifted language learning strategies (LLSs) studies in the new perspective of situational-based research. Using a narrative approach, this study examined one female pre-service teacher of an English education major in occupying strategies to fulfill the learning needs. To meet with the data, semi-structured interviews were carried out for the participant through a series of interconnected questions. The results marked that the use of learning strategies varied in a distinct learning situation, including the strategies to achieve the learning goal as well as to encounter the obstacles in English learning. Thus, this study has emphasized the feasibility of LLSs in context. Suggestions were also presented at the end of this paper. HIGHLIGHTS: The use of strategies is varied in changing learning situation. The appropriate strategies assist students in fulfilling the English learning needs. The application of strategy training in EFL classroom is noteworthy because it is teachable.

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Cognitive grammar learning strategies in the acquisition of tense-aspect morphology in L3 Catalan

Cited by 10 publications

References 17 publications

Always trust your gut?

Always trust your gut?

Riflessioni Di Studenti Di L1 Slovacca Sul Tempo E L’aspetto in Italiano: Uno Studio Di Caso

"I can rise up from my adversity”: Situational language learning strategies

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