The expression of time is fundamental in communication and
languages have developed a variety of means to encode temporal
relations. When learning a new language, learners are often faced
with the challenging task of discovering a new system of temporal
relations. The present study investigates the development of tense
and aspect marking in the interlanguage of L3 Italian learners
enrolled in university language courses. It examines how the
tense-aspect system develops in the interlanguage and how the
acquisition process is shaped by factors such as the lexical
aspectual value of the predicates and discourse grounding. The data
indicate that both lexical aspect and discourse grounding influence
the distribution of verbal morphology in the interlanguage.
Semantically congruent pairings of lexical aspect, verbal
morphology and discourse grounding are used more frequently and
appropriately than less prototypical combinations. The acquisition
process is also influenced by the learner's L1, which was mostly
German in the context of the present study. The study can be used
as a guide for curricular decisions in language teaching, and for
projecting further research on the development of tense-aspect
marking in multilingual learners.
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