r heritage language learners, and the teaching of translation. Read two (2) independent reviews of this book published by and
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2005. Tense and Aspect in Romance Languages: Theoretical and applied perspectives. (Co-edited with Dalila Ayoun). Amsterdam/Philadelphia: John Benjamins.
This volume presents a state-of-the-art descriptive and explanatory analysis of the second language development of Romance tense-aspect systems.It contains new experimental data from adult French, Catalan, Portuguese learners, and Italian children learners. Standing research questions are addressed and pedagogical implications for foreign language classrooms are proposed arguing that there are possible commonalities in the instructional sequences of tense-aspect development in Romance languages. The first chapter presents an overview of current theoretical approaches and a summary of empirical findings. The following four chapters introduce new empirical data from a variety of theoretical perspectives (e.g., the Aspect Hypothesis, the UG/Minimalist framework). Chapter 5 proposes practical pedagogical approaches for the foreign language classroom based on empirical findings. The last chapter summarizes and discusses these findings in order to start elaborating a more comprehensive modelof the development of tense-aspect marking in the Romance languages. Read two (2) independent reviews of this book published by and
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2004. Impresiones. (Co-authored with Cathy Barrette, Marisol Fernandez-Garcia and Phillip Elliott). New Jersey: Pearson-Prentice Hall.
For courses in Elementary Spanish. Based on the most up-to-date research in second language acquisition, Impresiones features an active learning approach that leads students to discover their communicative needs before learning and applying the appropriate communicative responses. Students build communicative competence as they learn to use the language in the context of the rich and diverse cultures of the Spanish-speaking world. Some notable features: 1. Emphasis on cultural diversity as a context for communication. 2. Contextual, discovery-oriented presentation of grammar. 3. Explicit focus on pragmatic functions. 4. Strong emphasis on the four skills with systematic attention to strategies. 5. Engaging, carefully scripted video reinforces and extends the linguistic and cultural material presented in the text. 6. Complete student activities manual available online. 7. Truly integrated components. Read one independent review of this book published by , and a chapter section from
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2002. Tense-Aspect Morphology in L2 Acquisition, (Co-edited with Yas Shirai, Cornell University). Series: Language Acquisition and Language Disorders. Amsterdam, The Netherlands: John Benjamins.
This volume provides a cross-linguistic perspective on the development of tense-aspect in L2 acquisition. Data-based studies included in this volume deal with the analysis of a wide range of target languages: Chinese, English, Italian, French, Japanese, and Spanish. Theoretical frameworks used to evaluate the nature of the empirical evidence range from generative grammar to functional-typological linguistics. Several studies focus on the development of past tense markers, but other issues such as the acquisition of a future marker are also addressed. An introductory chapter outlines some theoretical and methodological issues that serves as relevant preliminary reading for most of the chapters included in this volume. Additionally, a preliminary chapter offers a substantive review of first language acquisition of tense-aspect morphology. Read four (4) independent reviews of this book published by
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2000. The Development of Past Tense Morphology in L2 Spanish.Series: Studies in Bilingualism. Amsterdam, The Netherlands: John Benjamins.
This book presents an extended analysis of the development of L2 Spanish past tense morphology among L1 English-speaking learners. The study addresses three major questions: (1) what is the developmental pattern of acquisition of past tense verbal morphology among tutored learners? (2) what are the relevant factors that may account for the particular distribution of morphological endings (especially at the beginning stages)?, and (3) how does instruction affect the movement from one stage to the next? The analysis provides a reassessment of the general claim of Andersen’s lexical aspect hypothesis and proposes minor changes that may render the hypothesis more appropriate for, especially, L2 classroom learning. The study includes an overview of theoretical positions on the notion of lexical versus grammatical aspect, and a comparison of the findings from previous empirical studies on the development of past tense verbal morphology among both classroom and naturalistic learners. Readthree (3) independent reviews of this book published by
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1996. Pavlenko, A. & R. Salaberry (Eds.) Second Language Acquisition and Bilingualism. Cornell Working Papers in Linguistics, Vol. 14. Ithaca, NY: Department of Linguistics.
Content: 1. Howard Grabois: Distributed Cognition and Participation in Second Language Discourse 2. Gloria Valeva: On the Notion of Conceptual Fluency in a Second Language 3. Aneta Pavlenko: Bilingualism and Cognition: Concepts in the Mental Lexicon 4. Howard Grabois: Word-Association Methodology in a Cross-Linguistic Study of Lexicon 5. Steve McCafferty: The Use of Nonverbal Forms of Expression in Relation to L2 Private Speech 6. Rafael Salaberry: The Pedagogical value of Simplified Written Input in L2 Acquisition
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