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<p><div class="WordSection1"><p class="MsoNormal">Chers collègues,<o></o></p><p class="MsoNormal"><o> </o></p><p class="MsoNormal">J’ai le plaisir de vous transmettre l’appel à communication pour le colloque sur l’acquisition de la temporalité en L2 que je co-organise avec Martin Howard (université de Cork), les 22-24 mai 2014, à Monpellier 3 (site St Charles).<o></o></p><p class="MsoNormal"><o> </o></p><p class="MsoNormal">Site du colloque : https://sites.google.com/site/l2acquisitionoftemporality/home<o></o></p><p class="MsoNormal"><o> </o></p><p class="MsoNormal">En vous souhaitant un excellent été,<o></o></p><p class="MsoNormal"><o> </o></p><p class="MsoNormal">Pascale Leclercq<o></o></p><p class="MsoNormal"><o> </o></p><p class="MsoNormal" align="center" style="text-align:center;"><b><span style="font-size:13.5pt;">The Expression of Temporality by L2 Learners of French and English:</span></b><span style="font-size:12.0pt;font-family:"Times New Roman","serif";"><o></o></span></p><p class="MsoNormal" align="center" style="text-align:center;"><i><span style="font-size:13.5pt;">Acquisition of Time, Aspect, Modality</span></i><span style="font-size:12.0pt;font-family:"Times New Roman","serif";"><o></o></span></p><p class="MsoNormal" align="center" style="text-align:center;"><span style="font-size:13.5pt;"> <i>University of Montpellier 3</i></span><span style="font-size:12.0pt;font-family:"Times New Roman","serif";"><o></o></span></p><p class="MsoNormal" align="center" style="text-align:center;"><i><span style="font-size:13.5pt;">22-24 May 2014</span></i><span style="font-size:12.0pt;font-family:"Times New Roman","serif";"><o></o></span></p><p class="MsoNormal" style="text-align:justify;"><b><span style="font-size:10.0pt;">Conference website:</span></b><span style="font-size:10.0pt;"> </span><a href="https://sites.google.com/site/l2acquisitionoftemporality/"><span style="font-size:10.0pt;color:windowtext;text-decoration:none;">https://sites.google.com/site/l2acquisitionoftemporality/</span></a><span style="font-size:10.0pt;"> </span><span lang="EN-GB" style="font-size:10.0pt;"><o></o></span></p><p class="MsoNormal"><b><span style="font-size:10.0pt;"> <o></o></span></b></p><p class="MsoNormal"><b><span style="font-size:10.0pt;">Plenary speakers </span></b><span style="font-size:10.0pt;"><br>- Prof. Jacques Bres (Université Paul Valéry Montpellier 3) <br>- Prof. Kathleen Bardovi-Harlig (Indiana University) <br>- Prof. Maya Hickmann (Université Paris 8) (to be confirmed)<br>- Prof. Monique Lambert (Université Paris 8) <o></o></span></p><p class="MsoNormal" style="text-align:justify;"><b><span style="font-size:10.0pt;">Conference Organisers<o></o></span></b></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">Pascale Leclercq (University of Montpellier-III), Martin Howard (University College Cork), Isabelle Ronzetti (EMMA-University of Montpellier-III)<o></o></span></p><p class="MsoNormal" style="text-align:justify;"><b><span style="font-size:10.0pt;">Scientific Committee<o></o></span></b></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">Dalila Ayoun (University of Arizona), Kathleen Bardovi-Harlig (Indiana University), Jacques Bres (University of Montpellier-III), Amanda Edmonds (University of Pau), Henriette Hendricks (Cambridge University), Maya Hickmann (University of Paris-VIII, Alex Housen (Free University of Brussels), Maria Kihlstedt (University of Paris-Ouest), Emmanuelle Labeau (Aston University), Monique Lambert (University of Paris-VIII), Kevin McManus (University of York), Leah Roberts (University of York), Inès Saddour (University of Toulouse Le Mirail), Rafael Salaberry (Rice University), Alexandra Vraciu (University of Barcelona)<o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;font-family:"Times New Roman","serif";"><o> </o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">This conference aims to bring together researchers working on the acquisition of temporality in French and English learner language.</span><span style="font-size:10.0pt;font-family:"Times New Roman","serif";"><o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">The creation and production of discourse require reference to different semantic domains, such as time, space, events and entities (vonStuterheim & Klein 1989). Discourse structure and the creation of utterance meaning are strongly linked to the use of linguistic forms (such as verb morphology, lexical aspect, connectors, adverbs) in the expression of time, aspect and modality: at text level, Hopper 1979, Reinhart 1984, Thompson 1987, vonStutterheim & Klein 1989 suggest that such forms allow a distinction to be made between foregrounded events (through perfective marking) and those which serve a background function (through imperfective marking). At utterance level, speakers are therefore required to choose how they present narrative events through their choice of such linguistic forms.</span><span style="font-size:10.0pt;font-family:"Times New Roman","serif";"><o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">Since the conceptual expression of time and space is strongly influenced by the linguistic means available in a particular language, various researchers have suggested that their acquisition in a second language necessarily requires learners to reconceptualise, partially at least, how they express time and space in another language (see Slobin 1996, 2003, Lambert, Carroll & vonStutterheim 2003).</span><span style="font-size:10.0pt;font-family:"Times New Roman","serif";"><o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">With a view to exploring the challenge that such reconceptualization poses, the study of the acquisition of verb morphology has given rise to numerous research projects in SLA, with the aim, among others, of identifying whether universal stages of acquisition exist for a particular L2 irrespective of the learner’s L1. In the 1980s, for example, the European Science Foundation Project explored such stages underlying the tense-aspect development evidenced by naturalistic immigrant learners (see Dietrich, Klein & Noyau 1995). Within a classroom context, such stages in the acquisition of verb morphology have also been investigated such as in the case of Bartning & Schlyter’s (2004) study of Swedish learners of French, Housen’s work with child L2 learners (Housen 2002), as well as Bardovi-Harlig’s work in a North American context (Bardovi-Harlig 1999, 2000).</span><span style="font-size:10.0pt;font-family:"Times New Roman","serif";"><o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">Work by Lambert, Carroll and vonStutterheim (Carroll & vonStutterheim 1997, Lambert, Carroll & vonStutterheim 2003) has extended the scope of analysis to include more advanced learners with a view to exploring how the learner’s L1 may continue to constrain at a conceptual level how the learner uses the forms specific to the L2. In particular, their work points to the challenge that a reconceptualization of L1 form-function relations poses when it comes to acquiring the specific relations at play in the L2, even in very advanced stages of acquisition.</span><span style="font-size:10.0pt;font-family:"Times New Roman","serif";"><o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">A further area of investigation has been to compare the domains of first and second language acquisition (see Hendricks 1999, Schlyter 1998), as well as the role of inherent lexical aspect on tense-aspect development in relation to the Aspect Hypothesis (see Ayoun 2005, Collins 2002, Rohde 1996, Salaberry 1998), while heritage language speakers have also received some attention (Montrul & Slabakova 2003).</span><span style="font-size:10.0pt;font-family:"Times New Roman","serif";"><o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">Notwithstanding the insights provided in this burgeoning area of SLA study (for a succinct synthesis, see Slabakova 2002), certain questions have received limited attention. For example, work remains to be done in the case of modality and the acquisition of modal verbs, and similarly in the case of aspectuo-temporal periphrastic markers. Likewise, the relationship between the expression of time and space is an area for fruitful investigation, along with the potential pedagogic application of existing research findings on the acquisition of temporality.</span><span style="font-size:10.0pt;font-family:"Times New Roman","serif";"><o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">Against this background, where tense-aspect research has had a long and fruitful history within SLA, this conference aims to complement previous research perspectives by providing a dynamic exploration of recent, up-to-date issues in contemporary L2 tense-aspect research in relation to L2 French and English in particular. </span><span style="font-size:10.0pt;font-family:"Times New Roman","serif";"><o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">Proposals for paper presentations are invited on the following themes:</span><span style="font-size:10.0pt;font-family:"Times New Roman","serif";"><o></o></span></p><ul type="disc"><li class="MsoNormal"><span style="font-size:10.0pt;">The acquisition of tense, aspect and modality in L2 French and/or English</span><span style="font-size:10.0pt;font-family:"Times New Roman","serif";"><o></o></span></li></ul><ul type="disc"><li class="MsoNormal"><span style="font-size:10.0pt;">The relationship between the acquisition of verb morphology and inherent lexical aspect</span><span style="font-size:10.0pt;font-family:"Times New Roman","serif";"><o></o></span></li></ul><ul type="disc"><li class="MsoNormal"><span style="font-size:10.0pt;"> The acquisition of discursive means for temporal reference (temporal connectors, clause linking)</span><span style="font-size:10.0pt;font-family:"Times New Roman","serif";"><o></o></span></li></ul><ul type="disc"><li class="MsoNormal"><span style="font-size:10.0pt;"> The acquisition of aspectuo-temporal and modal verbs in learner production (e.g. try to, finish doing, want….)</span><span style="font-size:10.0pt;font-family:"Times New Roman","serif";"><o></o></span></li></ul><ul type="disc"><li class="MsoNormal"><span style="font-size:10.0pt;"> The relationship between the acquisition of time and space in learner language</span><span style="font-size:10.0pt;font-family:"Times New Roman","serif";"><o></o></span></li></ul><ul type="disc"><li class="MsoNormal"><span style="font-size:10.0pt;"> The role of proficiency level in the acquisition and use of aspectuo-temporal markers, along with the relationship between learner</span><span style="font-size:10.0pt;font-family:"Times New Roman","serif";"> </span><span style="font-size:10.0pt;">proficiency levels, tense-aspect marking and language testing </span><span style="font-size:10.0pt;font-family:"Times New Roman","serif";"><o></o></span></li></ul><ul type="disc"><li class="MsoNormal"><span style="font-size:10.0pt;">The role of the L1 and other languages in L2 acquisition of tense-aspect</span><span style="font-size:10.0pt;font-family:"Times New Roman","serif";"><o></o></span></li></ul><ul type="disc"><li class="MsoNormal"><span style="font-size:10.0pt;">The role of learning context in the acquisition of tense-aspect (naturalistic, classroom, study abroad, immersion)</span><span style="font-size:10.0pt;font-family:"Times New Roman","serif";"><o></o></span></li></ul><ul type="disc"><li class="MsoNormal"><span style="font-size:10.0pt;">The role of instruction in L2 tense-aspect development</span><span style="font-size:10.0pt;font-family:"Times New Roman","serif";"><o></o></span></li></ul><ul type="disc"><li class="MsoNormal"><span style="font-size:10.0pt;">Tense-aspect from a processing perspective</span><span style="font-size:10.0pt;font-family:"Times New Roman","serif";"><o></o></span></li></ul><ul type="disc"><li class="MsoNormal"><span style="font-size:10.0pt;">Approaches to data collection methods in tense-aspect research </span><span style="font-size:10.0pt;font-family:"Times New Roman","serif";"><o></o></span></li></ul><ul type="disc"><li class="MsoNormal"><span style="font-size:10.0pt;"> Tense-aspect in heritage language speakers</span><span style="font-size:10.0pt;font-family:"Times New Roman","serif";"><o></o></span></li></ul><ul type="disc"><li class="MsoNormal"><span style="font-size:10.0pt;">The role of technology in identifying and distinguishing verb forms in learner language</span><span style="font-size:10.0pt;font-family:"Times New Roman","serif";"><o></o></span></li></ul><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">Proposals for 20-minute paper presentations focusing on L2 English and/or French should be submitted in the form of a 400-word abstract (excluding bibliography). The deadline for receipt of abstracts is <b>30 September 2013</b>. Abstracts in English or French should be sent by email attachment to pascale.leclercq [ at ] univ-montp3.fr or mhoward [ at ] french.ucc.ie<b> </b></span><span style="font-size:10.0pt;font-family:"Times New Roman","serif";"><o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">Doctoral and young researchers are especially welcome to submit an abstract.</span><span style="font-size:10.0pt;font-family:"Times New Roman","serif";"><o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">It is envisaged that a publication will follow the conference.</span><span style="font-size:10.0pt;font-family:"Times New Roman","serif";"><o></o></span></p><p class="MsoNormal"><b><span style="font-size:10.0pt;color:black;">Language policy:</span></b><span style="font-size:10.0pt;color:black;"> presentations in French or in English are accepted. All speakers will be asked to provide a handout or a power point presentation in English.<o></o></span></p><p class="MsoNormal"><span style="font-size:10.0pt;color:black;"><o> </o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">Ce colloque vise à rassembler des chercheurs autour de la question de l’acquisition des moyens d’expression de la temporalité dans les discours d’apprenants du français et de l’anglais. </span><span style="font-size:12.0pt;font-family:"Times New Roman","serif";"><o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">La construction d’un discours implique d’établir la référence aux différents domaines sémantiques que sont le temps, l’espace, les événements et les entités (von Stutterheim & Klein 1989). L’emploi des formes temporelles, aspectuelles (morphologie verbale, aspect lexical, connecteurs, adverbes…) et modales est fortement lié à la structuration du discours par l’énonciateur et à la construction du sens de l’énoncé : au niveau global, ces formes participent à la distinction entre les énoncés de la trame (marqueurs perfectifs), et ceux qui constituent l’arrière-plan discursif (marqueurs imperfectifs), comme proposé par Hopper 1979, Reinhart 1984, Thompson 1987, von Stutterheim & Klein 1989. Au niveau de l’énoncé, elles reflètent les choix des locuteurs pour la présentation des événements narrés/décrits. </span><span style="font-size:12.0pt;font-family:"Times New Roman","serif";"><o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">L’expression de concepts comme l’espace et le temps étant largement conditionnés par les moyens linguistiques propres à chaque langue, l’apprentissage d’une nouvelle langue impliquerait donc une reconceptualisation au moins partielle de ces domaines lors de la production en langue étrangère, comme proposé par Slobin (1996, 2003), et Lambert, Carroll & von Stutterheim 2003.</span><span style="font-size:12.0pt;font-family:"Times New Roman","serif";"><o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">Dans cette perspective, l’étude de l’acquisition des différents moyens d’expression de la temporalité en langue étrangère a donné lieu à de nombreux travaux sur l’acquisition de la morphologie verbale, visant entre autres à déterminer s’il existe des stades universaux d’acquisition d’une L2, qui seraient indépendants des combinaisons de langue en présence. Dans les années 1980, par exemple, le projet ESF a permis d’établir, pour des migrants adultes en milieu non-guidé, les différentes étapes caractérisant les progrès réalisés pour la référence temporelle en discours (Dietrich, Klein & Noyau 1995). En milieu institutionnel, l’étude de Bartning et Schlyter 2004 a permis de caractériser les différentes étapes d’acquisition de la morphologie verbale chez des apprenants suédophones du français. Les travaux de Housen chez des enfants en milieu guidé (Housen 1998), ainsi que ceux de Bardovi-Harlig aux Etats-unis (Bardovi-Harlig 1999, 2000), s’inscrivent eux aussi dans cet axe de recherche.</span><span style="font-size:12.0pt;font-family:"Times New Roman","serif";"><o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">Les travaux de Lambert, Carroll et von Stutterheim (Carroll, von Stutterheim 1997, Lambert, Carroll, von Stutterheim 2003) vont plus loin et tentent de déterminer si le filtre conceptuel de la langue source conditionne les formes utilisées en langue cible, même à un niveau avancé. Elles soulignent à quel point une reconceptualisation des relations forme-fonction établies en langue source lors de l’expression en langue cible reste un véritable défi pour les apprenants. </span><span style="font-size:12.0pt;font-family:"Times New Roman","serif";"><o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">La comparaison avec l’acquisition de la langue maternelle chez les enfants a par ailleurs donné naissance à toute une série d’études (voir Hendricks 1999, Schlyter 1998), ainsi qu’à un examen du rôle de l’aspect lexical et des propriétés sémantiques des prédicats sur le développement temporo-aspectuel, en lien avec l’hypothèse de la primauté de l’aspect (voir Ayoun 2003, Collins 2002, Rohde 1996, Salaberry 1998). L’expression de la temporalité chez les ‘Heritage Speakers’ a aussi été mise en lumière dans les travaux de Montrul & Slabakova (2003).</span><span style="font-size:12.0pt;font-family:"Times New Roman","serif";"><o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">Toutefois, certains pans du domaine restent relativement peu explorés : c’est le cas notamment de l’acquisition des verbes de modalité, ou des périphrases temporo-aspectuelles; c’est le cas également des relations entre temps et espace ; enfin, l’articulation entre recherche sur l’acquisition des langues et les applications pédagogiques reste largement à établir.</span><span style="font-size:12.0pt;font-family:"Times New Roman","serif";"><o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">S’appuyant sur un domaine de recherche déjà largement balisé, cette conférence permettra de compléter les perspectives existantes en proposant une exploration de thématiques actuelles en lien avec l’acquisition du temps, de l’aspect et de la modalité en français ou en anglais.</span><span style="font-size:12.0pt;font-family:"Times New Roman","serif";"><o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">Nous accueillerons toutes les propositions de communication orales ou poster, en français ou en anglais, explorant par exemple : </span><span style="font-size:12.0pt;font-family:"Times New Roman","serif";"><o></o></span></p><ul type="disc"><li class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">acquisition des temps, aspect et de la modalité en français et de l’anglais L2 ;</span><span style="font-size:12.0pt;font-family:"Times New Roman","serif";"><o></o></span></li></ul><ul type="disc"><li class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">étude de morphologie verbale en lien avec le type de prédicat (aspect lexical) ;</span><span style="font-size:12.0pt;font-family:"Times New Roman","serif";"><o></o></span></li></ul><ul type="disc"><li class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">étude de l’acquisition des moyens discursifs pour la référence temporelle (emploi des connecteurs temporels / syntaxe) ;</span><span style="font-size:12.0pt;font-family:"Times New Roman","serif";"><o></o></span></li><li class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">l’étude des verbes temporo-aspectuels et modaux dans les productions d’apprenants (essayer de, finir de, vouloir…) ;</span><span style="font-size:12.0pt;font-family:"Times New Roman","serif";"><o></o></span></li><li class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">temps et espace dans les discours d’apprenants ;</span><span style="font-size:12.0pt;font-family:"Times New Roman","serif";"><o></o></span></li></ul><ul type="disc"><li class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">impact du niveau des apprenants (proficiency) sur l’acquisition de la temporalité / morphologie temporo-aspectuelle et évaluation du niveau de langue ;</span><span style="font-size:12.0pt;font-family:"Times New Roman","serif";"><o></o></span></li></ul><ul type="disc"><li class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">influence de la L1 ou des autres langues connues ;</span><span style="font-size:12.0pt;font-family:"Times New Roman","serif";"><o></o></span></li></ul><ul type="disc"><li class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">influence du séjour à l’étranger ; impact des milieux d’apprentissage (guidé/non guidé) ;</span><span style="font-size:12.0pt;font-family:"Times New Roman","serif";"><o></o></span></li></ul><ul type="disc"><li class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">enseignement des temps et aspects à des publics d’apprenants L2 ;</span><span style="font-size:12.0pt;font-family:"Times New Roman","serif";"><o></o></span></li></ul><ul type="disc"><li class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">traitement cognitif des marqueurs temporo-aspectuels chez les apprenants L2 ;</span><span style="font-size:12.0pt;font-family:"Times New Roman","serif";"><o></o></span></li></ul><ul type="disc"><li class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">méthodologie dans les recherches sur l’acquisition de la temporalité ;</span><span style="font-size:12.0pt;font-family:"Times New Roman","serif";"><o></o></span></li></ul><ul type="disc"><li class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">temporalité chez les ‘heritage speakers’ ;</span><span style="font-size:12.0pt;font-family:"Times New Roman","serif";"><o></o></span></li></ul><ul type="disc"><li class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">technologies pour l’identification et la désambiguisation des formes verbales dans les discours d’apprenants (TAL…) </span><span style="font-size:12.0pt;font-family:"Times New Roman","serif";"><o></o></span></li></ul><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">Les chercheurs intéressés sont invités à envoyer un résumé de <b>400 mots maximum</b> (bibliographie non comprise), à envoyer avant <b>le 30 septembre 2013</b> à pascale.leclercq [ at ] univ-montp3.fr ou mhoward [ at ] french.ucc.ie</span><span style="font-size:12.0pt;font-family:"Times New Roman","serif";"><o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">Les jeunes chercheurs et les doctorants sont tout particulièrement invités à soumettre une proposition de communication.</span><span style="font-size:12.0pt;font-family:"Times New Roman","serif";"><o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">Une publication est envisagée à l’issue du colloque.<o></o></span></p><p class="MsoNormal" style="text-align:justify;"><b><span style="font-size:10.0pt;">Langues de l’atelier</span></b><span style="font-size:10.0pt;"> : les communications pourront se faire en français ou en anglais. Tous les participants seront priés de fournir un support en anglais pendant leur présentation.</span><span style="font-size:12.0pt;font-family:"Times New Roman","serif";"><o></o></span></p><p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Times New Roman","serif";"><o> </o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">Bibliography<o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;font-variant:small-caps;">Ayoun</span><span style="font-size:10.0pt;">, Dalila (2005) ‘The acquisition of tense and aspect in L2 French from a universal grammar perspective’ in Dalila Ayoun & Rafael Salaberry (eds) <i>Tense and Aspect in Romance Languages: Theoretical and Applied Perspectives</i> Amsterdam / Philadelphia: Benjamins 253-282<o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;font-variant:small-caps;">Bardovi-Harlig</span><span style="font-size:10.0pt;">, Kathleen (1999) ‘From morphemes to temporal temporal semantics: tense-aspect research in SLA’ <i>Studies in Second Language Acquisition</i> 21,3:341-382.<o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;font-variant:small-caps;">Bardovi-Harlig</span><span style="font-size:10.0pt;">, Kathleen (2000) <i>Tense and Aspect in Second Language Acquisition: Form, Meaning and Use.</i> Oxford: Blackwell [Language Learning Monograph].<o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;font-variant:small-caps;">Bartning</span><span style="font-size:10.0pt;">, Inge, <span style="font-variant:small-caps;">Schlyter</span>, Suzanne (2004) ‘Itinéraires acquisitionnels et stades de développement en français L2’ <i>Journal of French Language Studies</i> 14:281-299.<o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;font-variant:small-caps;">Carroll</span><span style="font-size:10.0pt;">, Mary, Von <span style="font-variant:small-caps;">Stutterheim</span>, Christiane (1997) ‘Relations entre grammaticalisation et conceptualisation et implications sur l’acquisition d’une langue étrangère’ <i>AILE 9 Les Apprenants Avancés.</i> Saint Denis : Aile-Encrages.</span><span lang="EN-GB" style="font-size:10.0pt;"><o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;font-variant:small-caps;">Collins</span><span style="font-size:10.0pt;">, Laura (2002) ‘The roles of L1 influence and lexical aspect in the acquisition of temporal morphology’ <i>Language Learning</i> 51,2:43-94<o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;font-variant:small-caps;">Dietrich</span><span style="font-size:10.0pt;">, Rainer, <span style="font-variant:small-caps;">Klein</span>, Wolfgang & <span style="font-variant:small-caps;">Noyau</span>, Colette (eds) (1995)<b> </b><i>The Acquisition of Temporality in a Second Language.</i> Amsterdam / Philadelphia: Benjamins.<o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;font-variant:small-caps;">Hendricks, H</span><span style="font-size:10.0pt;">enriëtte (1999) ‘The acquisition of temporal reference in first and second language acquisition: what children already know and adults still have to learn and vice versa’ <i>Psychology of Language and Communication</i> 3,1:41-60. </span><span lang="EN-GB" style="font-size:10.0pt;"><o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;">H<span style="font-variant:small-caps;">opper</span>, Paul J. (1979) <i>Aspect and Foregrounding in Discourse.</i> In Syntax and Semantics, Vol 12. Academic Press. 213-241.<o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;font-variant:small-caps;">Housen, </span><span style="font-size:10.0pt;">Alex<span style="font-variant:small-caps;"> (2002) ‘</span>The development of tense-aspect in English as a second language and the variable influence of inherent lexical aspect’ in Rafael Salaberry (ed) <i>The L2 Acquisition of Tense-Aspect Morphology.</i> Amsterdam / Philadelphia: Benjamins <o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;font-variant:small-caps;">Labeau, </span><span style="font-size:10.0pt;">Emmanuelle<span style="font-variant:small-caps;"> (2005) </span><i>Beyond the Aspect Hypothesis: Tense-Aspect Development in Advanced L2 French.</i> Frankfurt: Peter Lang.<o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;font-variant:small-caps;">Lambert</span><span style="font-size:10.0pt;">, Monique, <span style="font-variant:small-caps;">Carroll</span>, Mary, & <span style="font-variant:small-caps;">von</span> <span style="font-variant:small-caps;">Stutterheim</span>, Christiane (2003) ‘La subordination dans les récits d’apprenants avancés francophones et germanophones de l’anglais’ <i>AILE 19 Les énoncés complexes et leur développement dans l’acquisition des langues.</i> Saint-Denis : Aile-Encrages. 41-67.</span><span lang="EN-GB" style="font-size:10.0pt;"><o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;font-variant:small-caps;">Montrul</span><span style="font-size:10.0pt;">, Silvina & <span style="font-variant:small-caps;">Slabakova</span>, Roumanya (2003) ‘Competence similarities between native and near-native speakers: an investigation of the preterite/imperfect contrast in Spanish’ <i>Studies in Second Language Acquisition</i> 25:351-398 <o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;font-variant:small-caps;">Reinhart</span><span style="font-size:10.0pt;">, Tanya (1984) ‘Principles of Gestalt perception in the temporal organization of narrative texts’ <i>Linguistics</i> 22:779-809.<o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;font-variant:small-caps;">Rohde</span><span style="font-size:10.0pt;">, Andreas (1996) ‘The aspect hypothesis and the emergence of tense distinctions in naturalistic L2 acquisition’ <i>Linguistics</i> 34:1115-1137.<o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;font-variant:small-caps;">Salaberry</span><span style="font-size:10.0pt;">, Rafael (1998) ‘The development of aspectual distinctions in academic L2 French’ <i>Canadian Modern Language Review</i> 54,4:508-542<o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;font-variant:small-caps;">Schlyter</span><span style="font-size:10.0pt;">, Suzanne (1998) ‘La saisie de l’imparfait chez les enfants monolingues, les apprenants adultes et les enfants bilingues’ <i>LINX</i> 38<o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;font-variant:small-caps;">Slabakova</span><span style="font-size:10.0pt;">, Roumanya (2002) ‘Recent research on the acquisition of aspect: an embarrassment of riches?’ <i>Second Language Research</i> </span><span lang="EN-GB" style="font-size:10.0pt;"><o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;font-variant:small-caps;">Slobin, </span><span style="font-size:10.0pt;">Dan I. (1996) ‘From ‘Thought to Language’ to ‘Thinking for Speaking’ in Gumperz, J., Levinson, S. (eds). <i>Rethinking Linguistic Relativity,</i> Cambridge: Cambridge University Press.<o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;font-variant:small-caps;">Slobin</span><span style="font-size:10.0pt;">, Dan. I. (2003) ‘Language and thought online: cognitive consequences of linguistic relativity’ in Gentner, D., Goldin-Meadow, S. (eds). <i>Language in Mind: Advances in the Investigation of Language and Thought</i>, Cambridge, MA: MIT Press. 157-191.<o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;font-variant:small-caps;">Thompson</span><span style="font-size:10.0pt;">, S.A. (1987) “Subordination” and narrative event structure. In Tomlin, R.S. (ed). <i>Coherence and Grounding in Discourse.</i> Amsterdam / Philadelphia: Benjamins. 435-454.<o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:10.0pt;font-variant:small-caps;">von</span><span style="font-size:10.0pt;"> <span style="font-variant:small-caps;">Stutterheim</span>, Christiane, <span style="font-variant:small-caps;">Klein</span>, Wolfgang (1989). ‘Referential movement in descriptive and narrative discourse’ in Rainer Dietrich, Carl F. Grauman (eds). <i>Language Processing in Social Context</i>, Amsterdam: North Holland</span><span style="font-size:9.0pt;">.<o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:9.0pt;"><o> </o></span></p><p class="MsoNormal"><o> </o></p><p class="MsoNormal"><o> </o></p><p class="MsoNormal"><o> </o></p></div></p>
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}
div.photo-title a, div.photo-title a:active, div.photo-title a:hover, div.photo-title a:visited {
text-decoration: none;
}
div#ygrp-mlmsg #ygrp-msg p a span.yshortcuts {
font-family: Verdana;
font-size: 10px;
font-weight: normal;
}
.green {
color: #628c2a;
}
.MsoNormal {
margin: 0 0 0 0;
}
o {
font-size: 0;
}
#photos div {
float: left;
width: 72px;
}
#photos div div {
border: 1px solid #666666;
height: 62px;
overflow: hidden;
width: 62px;
}
#photos div label {
color: #666666;
font-size: 10px;
overflow: hidden;
text-align: center;
white-space: nowrap;
width: 64px;
}
#reco-category {
font-size: 77%;
}
#reco-desc {
font-size: 77%;
}
.replbq {
margin: 4px;
}
#ygrp-actbar div a:first-child {
/* border-right: 0px solid #000;*/
margin-right: 2px;
padding-right: 5px;
}
#ygrp-mlmsg {
font-size: 13px;
font-family: Arial, helvetica,clean, sans-serif;
*font-size: small;
*font: x-small;
}
#ygrp-mlmsg table {
font-size: inherit;
font: 100%;
}
#ygrp-mlmsg select, input, textarea {
font: 99% Arial, Helvetica, clean, sans-serif;
}
#ygrp-mlmsg pre, code {
font:115% monospace;
*font-size:100%;
}
#ygrp-mlmsg * {
line-height: 1.22em;
}
#ygrp-mlmsg #logo {
padding-bottom: 10px;
}
#ygrp-mlmsg a {
color: #1E66AE;
}
#ygrp-msg p a {
font-family: Verdana;
}
#ygrp-msg p#attach-count span {
color: #1E66AE;
font-weight: 700;
}
#ygrp-reco #reco-head {
color: #ff7900;
font-weight: 700;
}
#ygrp-reco {
margin-bottom: 20px;
padding: 0px;
}
#ygrp-sponsor #ov li a {
font-size: 130%;
text-decoration: none;
}
#ygrp-sponsor #ov li {
font-size: 77%;
list-style-type: square;
padding: 6px 0;
}
#ygrp-sponsor #ov ul {
margin: 0;
padding: 0 0 0 8px;
}
#ygrp-text {
font-family: Georgia;
}
#ygrp-text p {
margin: 0 0 1em 0;
}
#ygrp-text tt {
font-size: 120%;
}
#ygrp-vital ul li:last-child {
border-right: none !important;
}
-->
</style>
</head>
<!--~-|**|PrettyHtmlEnd|**|-~-->
</html>
<!-- end group email -->