Learners’ Choices in the Use of the Perfect Aspect: Grammatical Error or Different Perspectivization?

The objective of this work is to examine the extent to which learners -whose L1 is the Rioplatense variety of Spanish- learning English as an L2 at B1 level of language proficiency (CEFR) are able to use the perfect aspect appropriately to convey its expected prototypical meanings. Specifically, it focuses on analyzing learners’ use of the perfect aspect in English from the perspective of crosslinguistic influence and on determining if the differences found constitute impeding mistakes or imply a distinct perspectivization leading to other linguistic realizations when construing an event. Results demonstrate that conceptual and linguistic transfer from L1 is observed in students’ L2 productions. Despite crosslinguistic influence, a limited number of samples can be considered incorrect: although students do not choose the present perfect, communication is achieved. From these results, additional research lines such as the implications of CLI for teaching, learning and assessment arise.