ABSTRACT

This study investigates grammar learning strategies and the acquisition of L2 tense-aspect morphology through the retrospective think-aloud processes of a group of L3 learners of Catalan. A total of 18 students of Catalan in a university setting in Catalonia were asked to select one of three tense-aspect forms (preterite, imperfect, and perfect) in a short narrative written in the past. Retrospective think-aloud protocols were used to investigate what they were thinking when they made the decision to choose the appropriate tense-aspect form. A bottom-up analysis identified nine grammar learning strategies that participants used to select the appropriate past tense forms. The results on the frequency of use of the strategies show that they were often used in combination and that the most common ones were translation, aspect, adverbial, and tense strategies. The analysis of strategy use according to type of morphology and selection of the correct form in the narrative showed that strategy use is related both to specific tense-aspect forms as well as to accuracy in the selection of forms.

摘要

本研究通过一组加泰罗尼亚语学习者的回顾性思维思考过程，研究了语法学习策略和第二语言时态形态的习得。在过去加泰罗尼亚的一所大学中，总共有18名加泰罗尼亚语的学生被要求从三种紧张的形式中选择一种（前卫，不完美和完美）。当他们决定选择适当的时态形式时，使用回顾性思考方式协议来调查他们的想法。自下而上的分析确定了参与者用来选择适当的过去式的九种语法学习策略。根据使用这些策略的频率得出的结果表明，这些策略经常结合使用，最常见的是翻译，方面，状语，和紧张的策略。根据形态类型分析策略使用情况并在叙述中选择正确的形式表明，策略使用既与特定的时态形式有关，也与形式选择的准确性有关。