As English and German are both Germanic languages they are closely related. However, there are still a lot of differences to be found when comparing the two languages. This is among other things due to the fact that English and German represent different language types. Among the grammatical categories relating to which the two languages can be analysed, tense and aspect are certainly salient. Before starting to analyse both languages with regard to these categories, the difference between tense and aspect has to be clarified. Tense is both a deictic and a relational category. Therefore it locates an event on the time line usually with reference to the time of speaking. Aspect, by contrast, does not locate an event or situation on the time line nor does it relate the time of one situation to another. It is rather concerned with “the internal temporal constituency of one situation”.
This term paper will examine how English and German differ in their use and expression of tense and aspect taking the perspective of a learner. First the three stages of tense and aspect acquisition by learners will be described in general terms. Particular attention will be paid to the influence of instruction on the learners. Then this term paper will examine how English and German differ in their use of tense. This will be illustrated on the example of the different uses of the perfect. Afterwards the focus will be on aspect. While English uses the progressive to indicate a change of aspect, there is no such formal equivalent in the German language. Therefore German learners of English are confronted with the question of how to express this “internal constituency of one situation” in their mother tongue. Various devices that are used by German learners of English to express the progressive will be exemplified. Both the section on tense and the section on the progressive will conclude with a focus on the difficulties for and the typical errors made by the learners. However, as there is no material available concerning English learners of German, only the German learners of English will be taken into account.
Table of Contents
I. Introduction
II. The acquisition of tense and aspect by learners in general
II. 1. The three stages of tense-aspect acquisition
II. 2. What has to be kept in mind concerning the learners
II. 3. The Influence of Instruction
III. The tenses of English and German
IV. The perfect in English and in German
IV. 2. The uses of the perfect in English
IV. 3. Difficulties for and errors made by learners
V. The Progressive
V. 1. Lexical devices in German to express progressive
V. 2. Different uses of the progressive in English
V. 3. Difficulties for and errors made by learners
VI. Conclusion
VII. Bibliography
Research Objectives and Key Themes
The primary objective of this paper is to examine the structural and functional differences between English and German regarding tense and aspect, specifically from the perspective of German learners of English. It explores how these cross-linguistic differences contribute to learning challenges and errors.
- The stages of tense and aspect acquisition in second language learners.
- The influence of formal instruction on language development.
- Contrastive analysis of the "perfect" forms in English and German.
- The use of "progressive" aspect and its absence in German morphology.
- Evaluation of pedagogical materials and their role in learner errors.
Excerpt from the Book
II. 1. The three stages of tense-aspect acquisition
There are three main stages of development in the acquisition of temporal expression that are identified by Bardovi-Harlig: the pragmatic stage, the lexical stage and the morphological stage. These stages occur during the process of learning in the given order. However, these three stages cannot be examined in isolation, as learners in later stages still use the devices achieved in the previous stages. Therefore the three stages do not function in isolation but rather in interplay with each other.
In the earliest stage of tense acquisition, there is “no systematic use of tense-aspect morphology.” As the learners do not use morphology to indicate the time they are referring to, they develop four different ways to express temporal reference: “by relying on the contribution of their fellow speakers (scaffolded discourse), through reference inferred from a particular context (implicit reference), by contrasting events, and by following chronological order in narration.” However, Bardovi-Harlig points out, that learners may use several of these means at the same time. Learners, who have reached one of the following stages, still use pragmatic means to express temporality, since “in standard language, verb morphology interacts with, supports, and often duplicates the work done by pragmatic devices in expressing temporality.” Thus, the pragmatic stage forms the base for the following stages.
Learners using lexical means for expressing temporality include “temporal and locative adverbials (in the morning, now, then, here, there), connectives (and, and then, und dann), calendric references (May 19), nouns (Saturday) and verbs (start and finish)”. The lexical stage is characterized by the frequent use of connectives. In the lexical stage learners use lexical expressions to indicate their time reference and still do not use verb morphology. Therefore verbs occur only in morphologically unmarked forms, which are referred to as “base” forms or “default” forms.
Summary of Chapters
I. Introduction: This chapter defines the scope of the study, clarifying the difference between tense and aspect while outlining the goal of analyzing these categories for German learners of English.
II. The acquisition of tense and aspect by learners in general: It details the three acquisitional stages—pragmatic, lexical, and morphological—and discusses the role of instruction in language acquisition.
III. The tenses of English and German: This section provides an overview of tense systems in both languages, establishing the basis for a formal comparison of their structures.
IV. The perfect in English and in German: It examines the functional differences between the German Perfekt and the English Present Perfect, highlighting how these differences lead to learner errors.
V. The Progressive: This chapter focuses on the English progressive aspect, the lexical strategies used in German to convey similar meanings, and the pedagogical difficulties encountered by students.
VI. Conclusion: The concluding section summarizes the linguistic findings and suggests that pedagogical materials should move closer to authentic language use to better assist learners.
VII. Bibliography: Lists the academic literature and studies referenced throughout the analysis.
Keywords
Tense, Aspect, Second Language Acquisition, Contrastive Analysis, German learners of English, Perfect, Progressive, Morphology, Pragmatic Stage, Lexical Stage, Instruction, Error Analysis, Language Teaching, Linguistic Transfer, Verb Morphology.
Frequently Asked Questions
What is the core focus of this research paper?
The paper focuses on the grammatical contrasts between English and German regarding tense and aspect, analyzing how these differences impact German speakers learning English as a second language.
What are the central thematic areas covered?
The main themes include the developmental stages of acquisition, the influence of formal instruction, the divergent functions of the perfect tenses, and the unique status of the English progressive.
What is the primary research goal?
The goal is to understand how cross-linguistic differences lead to learner errors and to determine how educational materials could be improved to better facilitate advanced language proficiency.
Which scientific method is applied?
The author employs a contrastive linguistic approach, using established theoretical models like Reichenbach's and Bardovi-Harlig's stages of acquisition to analyze language data.
What topics are discussed in the main body?
The main body examines the acquisition stages, the specific uses of the perfect in both languages, the various lexical ways to express progressivity in German, and the functions of the English progressive.
What key terms define this work?
Key terms include tense-aspect acquisition, contrastive hypothesis, morphological development, and interlanguage.
Why is the "Progressive" considered a major challenge?
Because German lacks a formal, obligatory morphological equivalent for the English progressive, learners often struggle to distinguish when to use simple versus progressive forms, leading to frequent over-use or misuse.
What criticism does the author level against English teaching materials?
The author, referencing studies by Römer, argues that textbooks often rely on artificial, "invented" language samples rather than authentic native-speaker usage, which hinders students from reaching higher levels of proficiency.
- Quote paper
- Patricia Schneider (Author), 2009, Tense and Aspect in English and in German, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/159329
