THE ASPECT HYPOTHESIS AND THE ACQUISITION OF L2 PAST MORPHOLOGY IN THE LAST 20 YEARS

2020 ◽  
Vol 42 (5) ◽  
pp. 1137-1167
Author(s):  
Kathleen Bardovi-Harlig ◽  
Llorenç Comajoan-Colomé
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
State Of The Art ◽  
Coming Of Age ◽  
Empirical Studies ◽  
Future Research ◽  
Aspect Hypothesis ◽  
Tense And Aspect ◽  
The Third

AbstractTwenty years ago, a state-of-the-art review in SSLA marked the coming of age of the study of temporality in second language acquisition. This was followed by three monographs on tense and aspect the next year. This article presents a state-of-the-scholarship review of the last 20 years of research addressing the aspect hypothesis (AH) (Andersen, 1991, 2002; Andersen & Shirai, 1994, 1996), the most tested hypothesis in L2 temporality research. The first section of the article gives an overview of the AH and examines its central tenets, and then explores the results of empirical studies that test the hypothesis. The second section considers studies that have investigated four crucial variables in the acquisition of temporality and the testing of the AH. The third section discusses theoretically motivated areas of future research within the framework of the hypothesis.

Recent research on the acquisition of aspect: an embarrassment of riches?

2002 ◽  
Vol 18 (2) ◽  
pp. 172-188 ◽  
Author(s):  
Roumyana Slabakova
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Alternative Explanation ◽  
Review Article ◽  
Aspect Hypothesis ◽  
Lexical Aspect ◽  
Future Aspect

This review article surveys recent research on the first and second language acquisition of temporal and aspectual properties of natural languages.Three recently published books are discussed in the context of the primacy or aspect hypothesis and the prototype, the connectionist and the discourse explanations for the attested acquisition sequences. A potentially misleading terminological issue is highlighted: Deictic tense, grammatical and lexical aspect are often conflated in acquisition studies. Recent research from the (innatist) generative perspective (e.g., Olsen and Weinberg, 1999) is also examined. An alternative explanation of the skewed acquisition sequences in terms of processing costs is proposed. Some important topics for future aspect research are identified.

Prototypical influence in second language acquisition: What now for the Aspect Hypothesis

2013 ◽  
Vol 51 (3) ◽  
pp. 299-322 ◽  
Author(s):  
Kevin McManus
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Empirical Evidence ◽  
L2 Proficiency ◽  
Aspect Hypothesis ◽  
L2 Development ◽  
German Speaking ◽  
Sentence Interpretation

AbstractThis paper presents empirical evidence on the development of aspect by English- and German-speaking university learners of French L2 collected from a spoken narrative task and a sentence interpretation task. Contrary to the Aspect Hypothesis's predictions, this study's results suggest that increased use of prototypical pairings goes in hand with increased L2 proficiency. Following a small but growing number of studies, this study questions the route of L2 development proposed by the Aspect Hypothesis.

Impact of an interaction-oriented Japanese course on learners

1998 ◽  
Vol 15 ◽  
pp. 123-138 ◽  
Author(s):  
Kyoko Ogawa
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Native Speakers ◽  
Target Language ◽  
Japanese People ◽  
Language And Culture ◽  
The Third ◽  
The Impact ◽  
Active Interaction

Abstract Neustupny (1988, 1991) recommended an interactive competence approach for second language acquisition that places a greater emphasis on learners’ active interaction with native speakers in real communicative situations. In order to have the opportunity to interact with native speakers in the target language, a conscious effort by the learners as well as support from the teachers and the community is essential. The third-year Japanese course at Monash University was designed to encourage and support learners to establish and maintain relationships with Japanese people as well as to utilise various other resources of the target language and culture. This paper examines the impact of this interaction-oriented course on learners in their establishment and maintenance of relationships with Japanese people, and cultural and social understanding. It is based on data collected during 1996 and 1997.

Symposium – Perspectives on Motivation for Second Language Learning on the 50th Anniversary of Gardner & Lambert (1959)

2010 ◽  
Vol 43 (3) ◽  
pp. 374-377 ◽  
Author(s):  
Peter MacIntyre
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Second Language Learning ◽  
State Of The Art ◽  
Applied Linguistics ◽  
50Th Anniversary ◽  
Seminal Paper ◽  
Canadian Association

Held at the Association canadienne de linguistique appliquée/Canadian Association of Applied Linguistics Conference, Ottawa, Canada; 28 May 2009.With the 50th anniversary of Robert C. Gardner and Wallace Lambert's seminal paper ‘Motivational variables in second language acquisition’ (Gardner & Lambert 1959), we paused to reflect on the contributions the work has inspired and the state of the art in the study of motivation research.

scholarly journals Effect of Age in Second Language Acquisition: A Critical Review from the Perspective of Critical Period Hypothesis and Ultimate Attainment

2017 ◽  
Vol 7 (5) ◽  
pp. 1 ◽  
Author(s):  
Mohammad Mosiur Rahman ◽  
Ambigapathy Pandian ◽  
Abdul Karim ◽  
Faheem Hasan Shahed
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Critical Period ◽  
Secondary Data ◽  
Future Research ◽  
Critical Period Hypothesis ◽  
Wide Range ◽  
Ultimate Attainment ◽  
Effect Of Age

This article addresses the effect of age in Second Language Acquisition (SLA), posing the relative question that whether the Critical Period hypothesis (CPH) exists in Second Language (SL), and if existing, how it is associated duly with SLA. The justification of comparing the achievement of L1 and L2 learners on the basis of Ultimate Attainment (UA) in the establishment of Critical Period Hypothesis, is also discussed. In the methodology, secondary data analysis was used to answer of research questions. To achieve a reliable result from the wide range of secondary data primarily from journal articles, a systemic search has been adopted. In conclusion, compare and contrast was made with earlier studies to show the findings of the study and to scope future research. 

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