Double Tense Marking in L1 Spanish Speakers/L2 English Learners

Vianney Zuniga, University of Texas at El Paso


The present study examines the effects of Form Focused Instruction plus corrective feedback on “double-tense marking” (Al-Makatrah et al. ,2017; Cancino et al. 1967) in past tense negative statements and wh-questions among advanced L2 English speakers (Candry, 2013). These are learners who have reached the fourth stage of sentential negation, having acquired the auxiliary “do” and inflecting it in the past tense producing “did”. Some advanced L1 Spanish speaking English learners inflect the verbs in structures in which the auxiliary “do” is already inflected for the past tense as in: 1. “*I didn’t knew about chemistry” 2. “When did he knew?” This study will determine if feedback can help advanced learners go beyond this stage of negation and wh-question formation by eliminating these issues. This study will use a pre-test, treatment, post-test design. Eighty college students, L1 Spanish speakers/L2 English learner between 18-35 years old will complete a production task and a judgement/acceptability task for the pre-test; next they will be provided with explicit feedback on double-tense marking in both interrogative and negative utterances. Two weeks later, participants will complete a post-test, and changes in judgement and production of double-tense marking will be calculated and analyzed. It is expected that explicit corrective feedback will help reduce double-tense marking or if not eliminate it completely from advanced learners’ interlanguage.

Subject Area

Linguistics|English as a Second Language

Recommended Citation

Zuniga, Vianney, "Double Tense Marking in L1 Spanish Speakers/L2 English Learners" (2023). ETD Collection for University of Texas, El Paso. AAI30633262.