THE ACQUISITION OF TEMPORALITY IN A SECOND LANGUAGE -- Editorial page -- Title page -- Copyright page -- Table of contents -- Preface -- Acknowledgement -- 1. Introduction -- 1.1 Aims of the analysis -- 1.2 The ESF Project: Second language acquisition by adult immigrants -- 1.2.1 Motivation, time schedule and organisation -- 1.2.2 Design -- 1.3 Previous work on the acquisition of temporality -- 1.4 Data base -- 1.4.1 Informants -- 1.4.2 The data -- 1.5 Procedure of data analysis -- Notes -- References -- 2. Frame of analysis -- 2.1 The inflexional paradigm bias -- 2.2 Linguistic meaning proper and contextual information -- 2.3 Temporal relations and inherent temporal features -- 2.4 Tense and aspect -- 2.5 Temporal adverbials -- 2.6 Discourse organisation and the "principle of natural order (PNO)" -- 2.7 Summary -- Notes -- References -- 3. The acquisition of English -- 3.1 Introduction -- 3.1.1 Informants and data -- 3.1.2 Some notes on temporality in English, Italian and Punjabi -- 3.2 From Italian to English -- 3.2.1 The Basic Variety -- 3.2.2 Further development -- 3.2.3 Summary of Italian learners -- 3.3 From Punjabi to English -- 3.3.1 Madan -- 3.3.2 Ravinder -- 3.4 Summary of TL-English -- Notes -- References -- 4. The acquisition of German -- 4.1 Introduction -- 4.1.1 Presentation of the chapter -- 4.1.2 Informants and data -- 4.1.3 Some notes on temporality in German and Turkish -- 4.2 From Italian to German -- 4.2.1 The Basic Variety -- 4.2.2 Further development -- 4.2.3 Summary -- 4.2.4 An explanatory hypothesis -- 4.3 From Turkish to German -- 4.3.1 Data and informants -- 4.3.2 Survey of development -- 4.3.3 The Post-Basic Variety -- 4.3.4 The Perfekt and first instances of the Präteritum -- 4.3.5 Präteritum, Plusquamperfekt, and the Futur I -- 4.3.6 From a homogeneous standard to the differentiation of registers.

4.3.7 General lines of development -- 4.4 Summary of TL-German -- Notes -- References -- 5. The acquisition of Dutch -- 5.1 Introduction -- 5.1.1 Data -- 5.1.2 Some notes on temporality in Dutch and Moroccan Arabic -- 5.2 From Turkish to Dutch -- 5.2.1 Ergün -- 5.2.2 Mahmut -- 5.2.3 Summary of Turkish learners -- 5.3 From Moroccan Arabic to Dutch -- 5.3.1 Mohamed -- 5.3.2 Fatima -- 5.3.3 Summary of Moroccan learners -- 5.4 Summary of TL-Dutch -- Notes -- References -- 6. The acquisition of French -- 6.1 Introduction -- 6.1.1 Presentation of the chapter -- 6.1.2 Notes on temporality in French -- 6.1.3 Notes on temporality in Spanish as the source language of South American learners -- 6.1.4 The learners -- 6.2 From Arabic to French -- 6.2.1 A slow learner: Zahra -- 6.2.2 Development beyond the elementary stages: Abdelmalek -- 6.2.3 Summary of Moroccan learners -- 6.3 From Spanish to French -- 6.3.1 The learners -- 6.3.2 A slow learner: Berta -- 6.3.3 Development beyond the Basic Variety -- 6.3.4 Summary of Spanish-speaking learners -- 6.4 Summary of TL-French -- Notes -- References -- 7. The acquisition of Swedish -- 7.1 Introduction -- 7.1.1 Presentation of the chapter -- 7.1.2 Notes on temporality in Swedish -- 7.1.3 Some notes on temporality in Finnish -- 7.1.4 The informants -- 7.2 From Spanish to Swedish -- 7.2 From Spanish to Swedish -- 7.2.1 A slow learner: Nora -- 7.2.2 A faster learner: Fernando -- 7.2.3 Summary of Spanish-speaking learners -- 7.3 From Finnish to Swedish -- 7.3.1 A slow learner: Rauni -- 7.3.2 A faster learner: Mari -- 7.3.3 Summary of Finnish learners -- 7.4 Summary of TL-Swedish -- Notes -- References -- 8. Conclusions -- 8.1 Introduction -- 8.2 Similarities and differences -- 8.3 The overall structure of the acquisition process -- 8.3.1 Stage A: Pre-Basic Varieties -- 8.3.2 Stage B: The Basic Variety.

8.3.3 Stage C: Development beyond the Basic variety -- 8.3.4 Causal considerations -- 8.4 Temporal expressions: what after what? -- 8.5 Final causal considerations -- Notes -- References -- Author index -- Subject index.