Aprendizagem do Tempo e Aspeto em L3: uma Revisão de Estudos Experimentais Recentes
DOI:
https://doi.org/10.26334/2183-9077/rapln15ano2026a4Palavras-chave:
Aprendizagem de língua terceira, tempo e aspeto, revisão crítica, estudos experimentaisResumo
Este trabalho apresenta uma revisão dos estudos experimentais recentes sobre a aprendizagem do tempo e aspeto em língua terceira (L3). Com base em 11 estudos publicados entre 2017 e março de 2026, identificam-se tendências metodológicas recorrentes, resultados convergentes, questões ainda em aberto e limitações persistentes nesta linha de investigação. A análise mostra que os estudos mais recentes privilegiam tarefas controladas, como as Tarefas de Interpretação Semântica, e recorrem predominantemente a métodos quantitativos com testes de comparação entre grupos e modelos de regressão. No conjunto, os resultados sugerem um papel relevante da proximidade estrutural, da proficiência em L2 e em L3 e do L2 status, ao mesmo tempo que oferecem suporte recorrente à Lexical Aspect Hypothesis e à Default Past Tense Hypothesis. Permanecem, contudo, duas questões sem resposta conclusiva: a interação entre a semelhança tipológica e o L2 status quando a L1 é estruturalmente mais próxima da L3, e o efeito de línguas de partida que dispõem de tempos verbais, mas apenas parcialmente alinhados com o sistema da língua-alvo. A literatura disponível apresenta ainda limitações: concentra-se sobretudo no contraste perfetivo-imperfetivo em L3 românicas, em aprendentes com L1 e L2 maioritariamente europeias e com tempos verbais gramaticais, em contextos formais de instrução, e em tarefas predominantemente offline. Estes resultados apontam para a necessidade de alargar as combinações linguísticas e os contextos de aprendizagem investigados, bem como de integrar desenhos metodológicos mais diversificados.
Downloads
Referências
Andersen, R. W. (1991). Developmental sequences: The emergence of aspect marking in second language acquisition. In T. Huebner & C. A. Ferguson (Eds.), Cross Currents in Second Language Acquisition and Linguistic Theory (Vol. 2, pp. 305–324). John Benjamins Publishing Company. https://doi.org/10.1075/lald.2.17and
Andersen, R. W. (2002). The dimensions of pastness. Language Acquisition and Language Disorders, 27, 79–106.
Andersen, R. W., & Shirai, Y. (1996). The primacy of aspect in first and second language acquisition. 527–570. https://doi.org/10.1016/B978-012589042-7/50018-9
Bardel, C., & Falk, Y. (2012). The L2 status factor and the declarative/procedural distinction. In J. Cabrelli Amaro, S. Flynn, & J. Rothman (Eds.), Studies in Bilingualism (Vol. 46, pp. 61–78). John Benjamins Publishing Company. https://doi.org/10.1075/sibil.46.06bar
Bardovi-Harlig, K. (1998). Narrative structure and lexical aspect. Studies in Second Language Acquisition, 20, 471–508. https://doi.org/10.1017/S0272263198004021
Bardovi-Harlig, K. (2000). Tense and aspect in second language acquisition: Form, meaning, and use. Blackwell Publishers.
Branets, A., Анна, Б., Verschik, A., & Анна, В. (2021). Comprehension of Ukrainian by Estonians via Russian: Structural and extra-linguistic aspects. Russian Journal of Linguistics, 25(4), Article 4. https://doi.org/10.22363/2687-0088-2021-25-4-1071-1102
Cenoz, J. (2001). The effect of linguistic distance, L2 status and age on cross-linguistic influence in third language acquisition. In J. Cenoz, B. Hufeisen, & U. Jessner (Eds.), Cross-Linguistic Influence in Third Language Acquisition: Psycholinguistic Perspectives (pp. 8–20). Multilingual Matters. https://doi.org/10.21832/9781853595509-002
Comajoan-Colomé, L. (2019). Cognitive grammar learning strategies in the acquisition of tense-aspect morphology in L3 Catalan. Language Acquisition, 26(3), 262–281. https://doi.org/10.1080/10489223.2018.1534965
De Angelis, G. (2007). Factors affecting non-native language influence. In Third or Additional Language Acquisition (pp. 19–40). Multilingual Matters. https://doi.org/10.21832/9781847690050-003
De Angelis, G., & Selinker, L. (2001). Interlanguage transfer and competing linguistic systems in the multilingual mind. In J. Cenoz, B. Hufeisen, & U. Jessner (Eds.), Cross-Linguistic Influence in Third Language Acquisition: Psycholinguistic Perspectives (pp. 42–58). Multilingual Matters. https://doi.org/10.21832/9781853595509-004
Diaubalick, T., Eibensteiner, L., & Salaberry, M. R. (2023). Influence of L1/L2 linguistic knowledge on the acquisition of L3 Spanish past tense morphology among L1 German speakers. International Journal of Multilingualism, 20(2), 329–346. https://doi.org/10.1080/14790718.2020.1841204
Eibensteiner, L. (2019). Transfer in L3 acquisition: How does L2 aspectual knowledge in English influence the acquisition of perfective and imperfective aspect in L3 Spanish among German-speaking learners? Dutch Journal of Applied Linguistics, 8(1), 67–83. https://doi.org/10.1075/dujal.19003.eib
Eibensteiner, L. (2023). L3 acquisition of aspect: The influence of structural similarity, analytic L2 and general L3 proficiency. International Review of Applied Linguistics in Language Teaching, 61(4), 1827–1858. https://doi.org/10.1515/iral-2021-0220
Eibensteiner, L. (2024). Complex transfer processes in multilingual language (L3/Ln) acquisition of Spanish past tenses: The role of non-native language (L2) transfer. International Journal of Multilingualism, 21(3), 1313–1331. https://doi.org/10.1080/14790718.2022.2164768
Ellis, R. (1994). The Study of Second Language Acquisition. Oxford University Press.
Falk, Y., & Bardel, C. (2011). Object pronouns in German L3 syntax: Evidence for the L2 status factor. Second Language Research, 27(1), 59–82. https://doi.org/10.1177/0267658310386647
Foote, R. (2009). Transfer in L3 acquisition: The role of typology. In Y. I. Leung (Ed.), Third Language Acquisition and Universal Grammar (pp. 89–114). Multilingual Matters. https://doi.org/10.21832/9781847691323-008
Hammarberg, B. (2010). The languages of the multilingual: Some conceptual and terminological issues. International Review of Applied Linguistics in Language Teaching, 48(2–3). https://doi.org/10.1515/iral.2010.005
Hopper, P. (1979). Aspect and foregrounding in discourse. Syntax and Semantics, 12. https://brill.com/downloadpdf/book/edcoll/9789004368897/BP000010.pdf
Klein-Braley, C. (1985). A cloze-up on the C-Test: A study in the construct validation of authentic tests. Language Testing, 2(1), 76–104. https://doi.org/10.1177/026553228500200108
Klein-Braley, C. (1997). C-Tests in the context of reduced redundancy testing: An appraisal. Language Testing, 14(1), 47–84. https://doi.org/10.1177/026553229701400104
Koptleuova, K., Karagulova, B., Muratbek, B., Kushtayeva, M., & Kondybay, K. (2022). Sociolinguistic and Extralinguistic Aspects of the Functioning of the Trilingualism in the Oil Industry of Kazakhstan. PSYCHOLINGUISTICS, 31(2), 57-77.
Lu, H.-C., Cheng, A. C., & Hung, S. Y. (2019). Corpus-based study of L3 acquisition on Spanish past tense: Evidence from learners’ oral production. Revista de Lingüística y Lenguas Aplicadas, 14, 105–115. https://doi.org/10.4995/rlyla.2019.10744
Paradis, M. (1994). Neurolinguistic aspects of implicit and explicit memory: Implications for bilingualism. In N. C. Ellis (Ed.), Implicit and explicit learning of languages (pp. 393–419). Academic Press.
Rosch, E. H. (1973). On the internal structure of perceptual and semantic categories. In T. E. Moore (Ed.), Cognitive development and the acquisition of language (pp. 111–144). Academic Press.
Rothman, J. (2011). L3 syntactic transfer selectivity and typological determinacy: The typological primacy model. Second Language Research, 27, 107–127. https://doi.org/10.1177/0267658310386439
Salaberry, M. R. (1999). The development of past tense verbal morphology in classroom L2 Spanish. Applied Linguistics, 20(2), 151–178.
Salaberry, M. R. (2002). Tense and aspect in the selection of Spanish past tense verbal morphology. Language Acquisition and Language Disorders, 27, 397–416.
Salaberry, M. R. (2008). Marking past tense in second language acquisition: A theoretical model. https://doi.org/10.5040/9781474212274
Salaberry, M. R. (2011). Assessing the effect of lexical aspect and grounding on the acquisition of L2 Spanish past tense morphology among L1 English speakers. Bilingualism: Language and Cognition, 14(2), 184–202. https://doi.org/10.1017/S1366728910000052
Sánchez, L. (2020). Multilingualism from a language acquisition perspective. In C. Bardel & L. Sánchez (Eds.), Third Language Acquisition. Age, Proficiency and Multilingualism (pp. 15–41). Language Science Press.
Saturno, J. (2022). Production of inflectional morphology in intercomprehension-based language teaching: The case of Slavic languages. International Journal of Multilingualism, 19(3), 383–401. https://doi.org/10.1080/14790718.2020.1730379
Shirai, Y., & Andersen, R. W. (1995). The acquisition of tense-aspect morphology: A prototype account. Language, 743–762.
Sun, Y., Díaz, L., Taulé, M., Xu, M., Yao, N., & Qiu, X. (2023). The effect of lexical aspect and discourse grounding in the acquisition of Spanish past tense aspect by Mandarin Chinese speakers: Replicating the approach used in Salaberry (2011). Revista Signos, 56(111), 175–206. https://doi.org/10.4067/S0718-09342023000100175
Sun, Y., & Rodríguez, L. D. (2023). A study of the distribution of classes of lexical aspect in Spanish by Chinese learners of Spanish in oral narration. Poznan Studies in Contemporary Linguistics, 59(2), 455–474. https://doi.org/10.1515/psicl-2022-1006
Toth, Z., Hlava, T., & Gómez-Pablos, B. (2024). Tense and aspect in the interlanguage of Slavic speakers learning Romance languages. International Journal of Multilingualism, 21(4), 2239–2267. https://doi.org/10.1080/14790718.2023.2224007
Vallerossa, F. (2021). The role of linguistic typology, target language proficiency and prototypes in learning aspectual contrasts in Italian as additional language. Languages, 6(4), 184. https://doi.org/10.3390/languages6040184
Vallerossa, F. (2024). ‘I think mangiò might be passé simple’: Exploring multilingual learners’ reflections on past tense verb morphology. International Journal of Multilingualism, 21(1), 112–130. https://doi.org/10.1080/14790718.2022.2036159
Vallerossa, F., & Bardel, C. (2023). Always trust your gut?: A case study on the differential impact of French as L1/L2 on Italian L3 tense-aspect judgments. Language, Interaction and Acquisition, 14(1), 41–74. https://doi.org/10.1075/lia.22020.val
Vallerossa, F., Gudmundson, A., Bergström, A., & Bardel, C. (2023). Learning aspect in Italian as additional language. The role of second languages. International Review of Applied Linguistics in Language Teaching, 61(3), 1139–1171. https://doi.org/10.1515/iral-2021-0033
Vendler, Z. (1967). Linguistics in philosophy. Cornell University Press.
Williams, J., & Hammarberg, B. (1998). Language switches in L3 production: Implications for a polyglot speaking model. Applied Linguistics, 19(3), 295–333. https://doi.org/10.1093/applin/19.3.295
Zaretsky, E., & Russak, S. (2024). Using oral narratives to examine acquisition of English verb morphology among multilingual Arabic and monolingual Hebrew speakers: Finding similarities with monolingual English-speaking SLIs. International Journal of Multilingualism, 21(4), 2217–2238. https://doi.org/10.1080/14790718.2023.2232376
Downloads
Publicado
Como Citar
Edição
Secção
Licença
Direitos de Autor (c) 2026 Jiaxin He
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-NãoComercial-CompartilhaIgual 4.0.
Os autores mantêm os direitos autorais e concedem à revista o direito de primeira publicação. Os artigos estão simultaneamente licenciados sob a Creative Commons Attribution License que permite a partilha do trabalho com reconhecimento da sua autoria e da publicação inicial nesta revista.
Os autores têm autorização para disponibilizar a versão do texto publicada na RAPL em repositórios institucionais ou outras plataformas de distribuição de trabalhos académicos (p.ex. ResearchGate).
