Abstract
Abstract This study examines the progress made by a group of ERASMUS students in their use of the Spanish Preterite and Imperfect during a stay abroad. Advanced learners of Spanish (N = 12) and native speakers (N = 12) completed an impersonal narrative-based forced-choice test (INT) and an explicit knowledge questionnaire (EKQ). Results from the INT partially confirm the findings of previous studies which indicate that the expression of grounding distinguishes learners from native speakers. Our data show that only the foreground clearly distinguishes between the two groups, not the background. Responses to the EKQ reveal that learners use a variety of mechanisms for their selection of past tense morphology: formal instruction, translation into their L1, knowledge of other L2s and conversation with native speakers. This article suggests further research be undertaken to examine the impact of the learning context on students’ use of past tense morphology.
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