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Tense and Aspect in Second Language Acquisition Chinese and German Learner English Revised Version of Her Dissertation, Which She Defended in February 2020 This book presents a corpus-based comparison of tense and aspect usage in Chinese learner English and German learner English. It combines quantitative and qualitative methods of analysis in a research design to understand how language transfer operates in the context of other factors relevant for the learning process. The corpus-based study presents the data and the general trends in learner Englishes from the International Corpus of Learner English (ICLE), comparing them to the Louvain Corpus of Native English Essays (LOCNESS), and analyzes underuse and overuse of tense-aspect forms. The learner errors, most prominent errors, intralingual errors and transfer errors, the L1-specific and universal acquisition features in Chinese learner English and German learner English are listed and explained. Comparisons between Chinese learner English and German learner English are made to understand language transfer in acquiring English tense and aspect. Based on the corpus findings, an experiment is carried out to understand Chinese students’ and German students’ knowledge about tense and aspect, their perspectives on different actions or situations and the statistical relationship between L1 transfer and learners’ perceptions. The research produces a comprehensive view of tense and aspect in Chinese learner English and German learner English, links the research on Chinese learner English to that on German learner English, gains some further insights about L1-specific and universal acquisition features, Tense and aspect in makes contributions to research on language transfer and second language acquisition and delivers advice for pedagogical practice. second language acquisition Jingying Li received a M.A. degree in English Language and Linguistics from the University of Freiburg in 2015. From 2015 to 2020 she A corpus-based comparison of conducted her PhD research at the University of Freiburg. This book is a Tense and aspect in second language acquisition Chinese and German learner English revised version of her dissertation, which she defended in February 2020. Jingying Li Die Publikationsreihe NIHIN – New Ideas in Human Interaction – entstand 2010 und ist ein Kooperationsprojekt zwischen der Hermann Paul School of Linguistics (HPSL) und der Universitätsbibliothek Freiburg (UB). NIHIN bietet eine moderne, frei zugängliche Plattform für wissenschaftliche Essays erfahrener WissenschaftlerInnen sowie Prädikatsdissertationen, Text- sammlungen zum Thema Sprache in der Interaktion und multimodale Sprachkorpora. Jingying Li New Ideas in Human Interaction 2020 Ten s e and aspect in second language acquisition A corpus-based comparison of Chinese and German learner English Inaugural-Dissertation zur Erlangung der Doktorwürde der Philologischen Fakultät der Albert-Ludwigs-Universität Freiburg i. Br. vorgelegt von Jingying Li aus Shanghai Sommersemester 2019 Erstgutachter: Prof. Dr. Dr. h.c. Christian Mair Zweitgutachter: Prof. Dr. Ekkehard König Vorsitzender des Promotionsausschusses der Gemeinsamen Kommission der Philologischen und der Philosophischen Fakultät: Prof. Dr. Dietmar Neutatz Datum der Disputation: 06.02.2020 Acknowledgements Throughout the writing of this dissertation, I have received a lot of support and assistance. First and foremost, I would like to express my deep gratitude to my research supervisors, Prof. Christian Mair and Prof. Ekkehard König, for their patient guidance, continuous support, passionate encouragement, valuable feedback and suggestions. Without their support and encouragement, I would not have overcome all the difficulties and reached the final research goal. It is their open-mindedness and enthusiasm towards linguistic research that led me to the academia at the beginning of my study in Germany and motivates me all the time. I am very grateful to Prof. Christian Mair for providing me with work opportunities during my study. I would also like to thank China Scholarship Council (CSC) for the financial support of my PhD study. My PhD research would not have been comprehensive and completed without the help, feedback and advice from many colleagues and academic peers. I would like to express my great appreciation to Laura Cuthbertson for her great help rechecking the errors in the learner Englishes. Many thanks to Axel Bohmann and Jiří Zámečník for their feedback and advice on statistical analysis, and to Mirka Honkanen and Laura Terassa for their feedback and suggestions on academic writing and research work. I wish to thank David J. Hessen for his inspiring lectures about statistics and his suggestions on the statistical analysis of my project during summer school in Utrecht. Thanks to Aline Bieri and Prof. Ana Llinares for their constructive feedback on my research during the workshop on second and foreign language acquisition in Basel. Special thanks to Prof. Gao Shunquan for giving me feedback and suggestions on Chinese linguistics. Thanks to Andreas Derichs for proof-reading my German writing. Thanks to all the named or unnamed colleagues in the English department at University of Freiburg and in Hermann Paul School of Linguistics (HPSL) for giving valuable feedback in departmental colloquiums. Any remaining mistakes are my own. For the collection of participants’ data in China, Germany and iii Acknowledgements English-speaking countries, I would like to express my great appreciation to the following people (in alphabetic order): Bai Yinchun, Laura Cuthbertson, Hannah Davidson, Guo Jing, Stephanie Horch, Hannah Jane, Jiang Zhengyu, Li Jia, Liu Yu, Kyla McConnell, Brid Murphy, Mariam Neuhausen, Fatlum Sadiku, Wang Yuqiong, Wang Zhengguan, Yang Yang, Zhao Jing, and Ursula Ziaja. My grateful thanks are also extended to my foreign language teachers and my sport/dance teachers and trainers in Freiburg for providing me with the spirit of perseverance and aesthetic pleasure along my intensive and stressful PhD study. Even with my limited life experience, all these unfold the different layers of wonderful and colorful life in Germany. Thanks also go to my good friends from China, Germany, the UK, the US, and the other places of the world. Their trust, help and acceptance have accompanied me all along the years of study in Germany though we can only meet once or a few times a year. Finally, I wish to thank my parents for their unconditional and never-ending love, trust, and support during the whole process of my study abroad and research. Freiburg, July 2020 iv Contents Abbreviations x List of figures xi List of tables xii 1 Introduction ..................................................................................... 1 1.1 Introduction ......................................................................................... 1 1.2 Research aims and scope ..................................................................... 3 1.3 Structure of the study........................................................................... 4 2 Language transfer in second language acquisition ................... 6 2.1 Terminology and definitions ................................................................ 6 2.2 Characteristics and features of language transfer .............................. 10 2.2.1 Coexistence with other different processes ............................ 10 2.2.2 Fundamental process of language learning ............................. 12 2.2.3 Variation in several dimensions .............................................. 13 2.3 Classification ..................................................................................... 13 2.4 The importance of language transfer ................................................. 15 2.5 History of theoretical development ................................................... 17 2.6 Language transfer, typology, language contact and language universals ........................................................................................... 20 2.7 Empirical research on language transfer on different linguistic levels ........................................................................................................... 22 2.7.1 Language transfer in semantics, lexicon, morphology and syntax ...................................................................................... 22 2.7.2 Recent landmark findings ....................................................... 24 2.8 Empirical research on language transfer in tense and aspect............. 26 2.8.1 Tense and aspect in Chinese learner English and language transfer .................................................................................... 27 v Contents 2.8.2 Tense and aspect in German learner English and language transfer .................................................................................... 30 2.8.3 Comparisons of learner Englishes and language transfer ...... 33 2.8.4 Language transfer in other learner Englishes and in acquisition of other languages................................................................... 38 3 Tense and aspect .......................................................................... 42 3.1 Tense ................................................................................................. 42 3.2 Aspect ............................................................................................... 47 3.3 Developmental paths of tense and aspect ......................................... 53 3.4 The comparability of tense and aspect in English, Chinese and German ............................................................................................. 57 3.5
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