The Second Language Acquisition of French Tense, Aspect, Mood and Modality -- Editorial page -- Title page -- LCC data -- Dedication page -- Table of contents -- Preface -- Acknowledgments -- Tense, temporality and aspect -- 1.1 Introduction: The concepts of time, tense and aspect -- 1.2 Past temporality and aspect -- 1.3 Present temporality and aspect -- 1.3.1 The simple present or indicative present -- 1.3.2 The present progressive -- 1.4 Future temporality and aspect -- 1.5 Summary -- Mood and modality -- 2.1 Introduction -- 2.2 Mood in French and English -- 2.2.1 Overview -- 2.2.2 The indicative and subjunctive alternation in French -- 2.2.3 The conditional mood -- 2.2.4 The imperative mood -- 2.2.5 The infinitive, present and past participles -- 2.3 Modality in French and English -- 2.3.1 Expressing modality in English -- 2.3.2 Expressing modality in French -- 2.3.2.1 Devoir -- 2.3.2.2 Pouvoir -- 2.3.2.3 Savoir -- 2.3.2.4 Falloir -- 2.4 Summary -- Tense, aspect, modality and the minimalist program -- 3.1 Introduction -- 3.2 From parameter-setting theory to current minimalist assumptions -- 3.3 Minimalist assumptions for tense, aspect and mood/modality -- 3.3.1 Functional categories -- 3.3.2 The aspect phrase -- 3.3.3 Cross-linguistic variation -- 3.4 From theoretical assumptions to language acquisition theory -- 3.5 Current second language acquisition theory -- 3.5.1 Introduction: From one end of the spectrum to the other -- 3.5.2 Impairment hypotheses -- 3.5.3 The critical period hypothesis and ultimate attainment -- 3.5.3.1 A neurological basis for the critical period hypothesis? -- 3.5.3.2 The critical period hypothesis in second language acquisition -- 3.5.4 Access to Universal Grammar hypotheses -- 3.6 Summary -- The second language acquisition of tense, mood and aspect -- 4.1 Introduction.

4.2 Literature review of non-generative L2 French studies -- 4.2.1 Past temporality and aspect -- 4.2.2 Present temporality and aspect -- 4.2.3 Future temporality and aspect -- 4.2.4 Mood and modality -- 4.2.5 Summary -- 4.3 Literature review of generative L2 French studies -- 4.4 Literature review of generative L2 studies in other languages -- 4.4.1 L2 English -- 4.4.2 L2 Spanish and Portuguese -- 4.4.3 Heritage learners of Russian and Spanish -- 4.4.4 Summary -- Methodology and findings -- 1. Introduction -- 2. Research questions -- 3. Participants -- 4. Elicitation tasks and data collection -- 5. Findings of the production tasks -- 5.1 Production task: Session 2, task 1 -- 5.2 Production task: Session 3, task 1 -- 5.3 Production task: Session 4, task 1 -- 5.4 Summary -- Findings -- 1. Cloze test: Session 2, task 2 -- 2. Cloze tests: Session 5, task 1 -- 3. Cloze tests: Session 5, task 2 -- 4. Summary of the cloze tests -- Findings -- 1. Sentence completion: Session 3, task 2 -- 2. Sentence completion task: Session 4, task 2 -- 3. Summary -- 4. Discussion and conclusion -- 4.1 Research questions -- 4.1.1 Does the L2 learners' interlanguage grammar display contrasts and ­systematicity? Do they acquire aspectual, modal and mood contrasts (e.g. indicative vs subjunctive)? -- 4.1.2 Does the L2 learners' performance improve with their proficiency level ­eventually leading to near-native performance levels? -- 4.1.3 Do the L2 learners acquire targetlike use of inflectional morphology? -- 4.1.4 Will there be an elicitation task effect and will it vary with proficiency? -- 4.2 From a minimalist perspective -- Pedagogical implications for foreign language learners and teachers -- 6.1 Introduction -- 6.2 Current pedagogical issues -- 6.3 A selected literature review of classroom-based studies in TAM -- 6.3.1 French immersion studies in Canada.

6.3.2 Classroom-based studies in North America -- 6.4 Input, saliency and frequency -- 6.4.1 Le futur antérieur -- 6.4.2 The indicative-subjunctive alternation -- 6.4.3 Modal verbs -- 6.5 Back to basics -- 6.5.1 The classroom language learner -- 6.5.2 Input and interaction -- 6.5.3 Intake -- 6.5.4 Output -- 6.5.5 Feedback -- 6.5.6 Metalinguistic knowledge -- 6.6 Current instructional approaches and hypotheses -- 6.6.1 Processing instruction -- 6.6.2 Focus on form(s) and focus on meaning -- 6.6.3 Counterbalance hypothesis -- 6.6.4 Teachability hypothesis and Processability theory -- 6.6.5 Competing systems hypothesis -- 6.7 Computer-based technologies -- 6.8 A few practical suggestions -- Directions for future research -- 7.1 Introduction -- 7.2 Overview -- 7.3 Future research -- 7.3.1 Present temporality -- 7.3.2 Future temporality -- 7.3.3 Mood and modality -- 7.3.4 Modals and modal expressions -- 7.3.5 Methodology -- Appendices -- Appendix A. Summary of L2 French non‑generative studies -- Appendix B - Participants' background information -- Appendix C - Production task summary (session 3, task 1) -- Group 3 -- Apppendix C - Production task summary (session 4, task 1) -- Group 1 -- Group 2 -- Appendix D -- References -- Name index -- Subjects index.