Beyond Aspect

Certain grammatical elements help hearers know how propositions are conceptually related: Does a given proposition advance the foregrounded event line, or not? Initiate versus continue an event chain? Indicate that one proposition belongs to a different "mental space" from the previous one? Provide background information? Studies in this volume show that African languages sometimes support, but often refute the idea that perfective aspect or past tense marks the narrative event line. Rather, languages may employ clause level constructions, conjunctions or connectives, tonal melodies on verbs or subjects, specialized auxiliaries, special verb forms and even dependent clause and imperfective aspect forms. Often, correlation of such grammatical elements with the event line is a subcase of a more general function. Analyses in this volume contribute to developing a typology of the expression of discourse functions, a field of research which has so far been minimally addressed from a typological perspective.

The Aspect Hypothesis (AH) claims that the association of any verb category (lexical aspect) with any grammatical aspect (perfective or imperfective) constitutes the endpoint of acquisition. The present book evaluates the explanatory power of the Aspect Hypothesis for the acquisition of French past tenses, which constitutes a serious stumbling block for foreign learners, even at the highest levels of proficiency. The present research applies the Aspect Hypothesis to the production of 61 Anglophone 'advanced learners' in a tutored environment. In so doing, it tests concurrent explanations, including the influence of the input, the influence of chunking, and the hypothesis of cyclic development. It discusses the cotextual and contextual factors that still provoke «non-native glitches» at the final stage of the Aspect Hypothesis. The book shows that the AH fails to account for the complex phenomenon of past tense development, as it adopts a local and linear approach.

The present volume provides a cross-linguistic perspective on the development of tense-aspect in L2 acquisition. Data-based studies included in this volume deal with the analysis of a wide range of target languages: Chinese, English, Italian, French, Japanese, and Spanish. Theoretical frameworks used to evaluate the nature of the empirical evidence range from generative grammar to functional-typological linguistics. Several studies focus on the development of past tense markers, but other issues such as the acquisition of a future marker are also addressed. An introductory chapter outlines some theoretical and methodological issues that serves as relevant preliminary reading for most of the chapters included in this volume. Additionally, a preliminary chapter offers a substantive review of first language acquisition of tense-aspect morphology. The analysis of the various languages included in this volume significantly advances our understanding of this phenomenon, and will serve as an important basis for future research.

The volume proposes original semantic analyses on grammatical aspect, dealing with some less studied forms coding aspect, revisiting or challenging certain conventionalized views on aspectual categories and shedding light on interactions between aspect and modality, another multifaceted semantic category.

This volume presents a state-of-the-art descriptive and explanatory analysis of the second language development of Romance tense-aspect systems. It contains new experimental data from adult French, Catalan, Portuguese learners, and Italian children learners. Standing research questions are addressed and pedagogical implications for foreign language classrooms are proposed arguing that there are possible commonalities in the instructional sequences of tense-aspect development in Romance languages. The first chapter presents an overview of current theoretical approaches and a summary of empirical findings. The following four chapters introduce new empirical data from a variety of theoretical perspectives (e.g., the Aspect Hypothesis, the UG/Minimalist framework). Chapter 5 proposes practical pedagogical approaches for the foreign language classroom based on empirical findings. The last chapter summarizes and discusses these findings in order to start elaborating a more comprehensive model of the development of tense-aspect marking in the Romance languages.

The LNCS journal Transactions on Aspect-Oriented Software Development is devoted to all facets of aspect-oriented software development (AOSD) techniques in the context of all phases of the software life cycle, from requirements and design to implementation, maintenance and evolution. The focus of the journal is on approaches for systematic identification, modularization, representation and composition of crosscutting concerns, i.e., the aspects and evaluation of such approaches and their impact on improving quality attributes of software systems. This volume, the 11th in the Transactions on Aspect-Oriented Software Development series, consists of two parts. The first part focuses on runtime verification and analysis, highlighting runtime verification as a "killer" application of aspect-orientation. The second part contains revised and extended versions of the five best papers submitted to Modularity:aosd 2013, presenting current research related to modularity and covering topics such as formal methods and type systems, static analysis approaches for software architectures, model-driven engineering and model composition, aspect-oriented programming, event-driven programming and reactive programming.

This volume presents two regular revised papers, a guest editors' introduction, and six papers in a special section that have been through a careful peer reviewing process by the journal's Editorial Board. Besides a wide range of topics from software design to implementation of aspect-oriented languages, the six papers of the special section concentrate on AOP systems, software and middleware.

During the 1970s todays Austrian Federal Ministry of Education, Science and Research (Bundesministerium für Bildung, Wissenschaft und Forschung, BMBWF) supported the founding of the Center for Austrian Studies at the University of Minnesota in Minneapolis and the Austrian Chair at Stanford University in California. These foundings were the initial incentives for the worldwide `spreading' of similar institutions; currently, nine Centers for Austrian and Central European Studies exist in seven countries on three continents. The funding of the Ministry enables to connect senior scholars with young scholars, to help young PhD students, to participate in and to benefit from the scientific connection of experienced researchers, and to get in touch with the national scientific community by `sniffing scientific air', as the Austrians like to say. Furthermore, it aims to avoid prejudices, and to spread a better understanding and knowledge about Austria and Central Europe by promoting scientific exchange.