Verb learning and the acquisition of aspect

2019 ◽  
Author(s):  
Yumiko Nishi ◽  
Yasuhiro Shirai
Keyword(s):  
Negative Transfer ◽  
Linguistic Variation ◽  
L2 Acquisition ◽  
L1 Transfer ◽  
Verbal Form ◽  
Aspect Hypothesis ◽  
Lexical Aspect ◽  
Picture Description ◽  
L1 English

Abstract Although SLA research has extensively investigated the role of lexical aspect in L2 acquisition of tense-aspect marking, the role of L1 is not yet fully understood. This paper investigates the effect of cross-linguistic variation in lexical aspect and explores how the learning of lexical aspect interacts with the acquisition of aspectual morphology, using oral picture-description and written judgment tasks. 391 learners of Japanese (L1 English, Chinese, and Korean) participated in the study. The results show that L2 learners have problems in rejecting incorrect L2 aspectual structures (but not in accepting correct ones) when such structures involve L1–L2 discrepancy in lexical aspect. The results also confirmed a strong L1 effect at the level of surface inflected verbal form, showing significantly higher accuracy for items for which direct translation yields correct meaning than those that do not. It is argued that L1 transfer may be playing an important role in the L2 acquisition of aspect in that both positive and negative transfer collectively determine the order of acquisition predicted by the Aspect Hypothesis.

scholarly journals The effects of telicity, dynamicity and punctuality in L2 acquisition of Spanish Preterit and Imperfect

2019 ◽  
Vol 8 (1) ◽  
pp. 100-116
Author(s):  
Lucía Quintana Hernández
Keyword(s):  
Binomial Distribution ◽  
Distribution Analysis ◽  
L2 Acquisition ◽  
Bias Effect ◽  
Advanced Learners ◽  
L1 Transfer ◽  
Aspect Hypothesis ◽  
Lexical Aspect ◽  
Proficiency Level ◽  
English Speaking

Abstract The aim of this work is to investigate the use of Spanish Preterit and Imperfect by English speaking learners of L2 Spanish following the Lexical Aspect Hypothesis (Andersen & Shirai, 1996; Díaz, Bel, & Bekiou, 2008; Domínguez, Tracy-Ventura, Arche, Mitchell, & Miles, 2013; González, 2003, 2013; Montrul & Slabakova, 2002). The article studies how aspectual features bias Preterit and Imperfect in initial, intermediate and advanced learners. The results, based on an approximate binomial distribution analysis, confirm that Preterit is the preferred past, which supports L1 transfer (Salaberry & Shirai, 2002). The results also verify that Preterit is biased by dynamicity and punctuality at all levels. Telicity effects come into play in intermediate levels, while punctuality effects are reinforced in advanced levels. Stativity influences the use of Imperfect in intermediate level, which reveals that there are differences in the bias effect regarding proficiency level.

scholarly journals A ‘mixed methods’ approach for investigating aspect in a second language

2019 ◽  
Vol 8 (1) ◽  
pp. 41-66
Author(s):  
Laura Domínguez
Keyword(s):  
Second Language ◽  
Mixed Methods ◽  
Research Methods ◽  
Supporting Evidence ◽  
L2 Acquisition ◽  
Single Task ◽  
Mixed Methods Approach ◽  
Aspect Hypothesis ◽  
Lexical Aspect ◽  
Oral Production

Abstract A leading hypothesis in the study of the L2 acquisition of aspect-related verbal morphemes is the Lexical Aspect Hypothesis (LAH) (Andersen, 1989, 1991; Andersen & Shirai, 1994) which claims that learners’ use of these forms is determined by the lexical properties of events. Reviews of major studies reveal that data from one single task, usually an open-ended oral task, have often been used to support this hypothesis. I discuss copious evidence from the acquisition of Spanish to argue that when studies use a ‘mixed methods’ approach (e.g. combining oral production and experimentally elicited data) they are able to test existing hypotheses such as the LAH more reliably and can offer more valuable insights. Existing evidence from the SPLLOC project (Domínguez, Tracy-Ventura, Arche, Mitchell, & Myles, 2013; Mitchell, Domínguez, Arche, Myles, & Marsden, 2008) is used as supporting evidence for this approach and to raise questions about the appropriateness of some research methods widely used in our field.

A story-writing based study on the acquisition of aspect in Spanish by Mandarin Chinese learners

2020 ◽  
Vol 33 (2) ◽  
Author(s):  
Yuliang Sun ◽  
Lourdes Díaz Rodríguez ◽  
Mariona Taulé
Keyword(s):  
Mandarin Chinese ◽  
L1 Transfer ◽  
Semantic Level ◽  
Aspect Hypothesis ◽  
Lexical Aspect ◽  
Chinese Learners ◽  
Students First ◽  
Guided Writing ◽  
Story Writing ◽  
Writing Tests

Abstract In this paper, we analyze the acquisition of Spanish past tense aspect by Mandarin Chinese learners of Spanish by means of three semi-guided writing tests. Specifically, we analyze the choice of pretérito indefinido and pretérito imperfecto, taking into account lexical aspect, grounding information, and the combination of both as variables. Moreover, we analyze whether transfer from Mandarin Chinese, the students’ first language (L1), occurs in the acquisition process. Our results partly support the Lexical Aspect Hypothesis (Andersen, 1991; Andersen & Shirai, 1996) and the Discourse Hypothesis (Bardovi-Harlig, 1994). According to these hypotheses, verbal properties and grounding information play a role in the selection of pretérito indefinido or pretérito imperfecto. Finally, our data support the existence of L1 transfer at the semantic level only.

Expanding the Definition of Aspect in L2 Acquisition: Assessing Advanced Levels of Competence to Understand Aspectual Knowledge

2021 ◽  
Vol 87 ◽  
pp. 7-16
Author(s):  
M. Rafael Salaberry
Keyword(s):  
L2 Acquisition ◽  
Future Studies ◽  
Aspect Hypothesis ◽  
Tense And Aspect ◽  
Lexical Aspect ◽  
Recent Developments ◽  
Viewpoint Aspect ◽  
Advanced Stages ◽  
Definition Of ◽  
Ultimate Attainment

In part due to the significant influence of Andersen's Lexical Aspect Hypothesis, research on the L2 acquisition of tense and aspect has focused primarily on the construct of aspect representative of the beginning and intermediate stages of acquisition. In the present article, I review the significance of two recent developments in the study of aspectual knowledge: the expansive view of recent research proposals (e.g., shifted effect of lexical aspect toward intermediate and advanced stages), and the focus on specific sub-constructs that provide a more precise target to assess ultimate attainment (e.g., iterativity versus habituality). I argue that the relevance of advanced stages of development of aspect is central to the analysis of L2 aspectual knowledge. To that effect, the objective of future studies needs to incorporate the explicit description of the connection between lexical aspect and viewpoint aspect

Effects of corrective feedback on L2 acquisition of tense-aspect verbal morphology

2015 ◽  
Vol 6 (1) ◽  
pp. 149-180 ◽  
Author(s):  
Nadia Mifka-Profozic
Keyword(s):  
Language Development ◽  
Native Speakers ◽  
Corrective Feedback ◽  
Control Group ◽  
L2 Acquisition ◽  
Verbal Morphology ◽  
Aspect Hypothesis ◽  
Lexical Aspect ◽  
Improving Accuracy ◽  
Passe Compose

In this study, the effectiveness of implicit corrective feedback was examined with a group of 30 sixteen-year-old English native speakers learning French, who received either recasts or clarification requests on errors they made with the passé composé and the imparfait. The control group did not receive any feedback. Overall, the results indicate that recasts were more effective in improving accuracy of form and use for both the passé composé and the imparfait. However, an examination of language development with reference to the Aspect Hypothesis and the inherent lexical aspect of verbs showed that no change occurred between the pretest and the posttests. The passé composé was associated exclusively with achievement verbs, whereas the imparfait was limited to several frequent irregular stative verbs and a few activity verbs.

The acquisition of object movement in Dutch: L1 transfer and near-native grammars at the syntax–discourse interface

2018 ◽  
Vol 35 (4) ◽  
pp. 479-504 ◽  
Author(s):  
Liz Smeets
Keyword(s):  
Native Speakers ◽  
First Language ◽  
Judgment Task ◽  
L2 Acquisition ◽  
Value Judgment ◽  
L1 Transfer ◽  
Object Movement ◽  
Target Performance ◽  
Discourse Interface ◽  
L1 English

This article investigates near-native grammars at the syntax–discourse interface by examining the second language (L2) acquisition of two different domains of object movement in Dutch, which exhibit syntax–discourse or syntax–semantics level properties. English and German near-native speakers of Dutch, where German but not English allows the same mapping strategies as Dutch in the phenomena under investigation, are tested on two felicity judgment tasks and a truth value judgment task. The results from the English participants show sensitivity to discourse information on the acceptability of non-canonical word orders, but only when the relevant discourse cues are sufficiently salient in the input. The acquisition of semantic effects on object movement was native-like for a large subset of the participants. The German group performed on target in all experiments. The results are partially in line with previous studies reporting L2 convergence at the syntax–discourse interface, but suggest that input effects should also be taken into account. Furthermore, the differences between the first language (L1) English and the L1 German group suggests that non-target performance at the syntax–discourse interface is not caused by general bilingual difficulties in integrating discourse information into syntax. The article elaborates on factors that contribute to (in)complete acquisition at the syntax–discourse interface.

scholarly journals The Interpretability of Features in Second Language Acquisition: Evidence from Null and Postverbal Subjects in L2 English

2013 ◽  
Vol 13 (2) ◽  
pp. 323-365 ◽  
Author(s):  
Alexandra Prentza ◽  
Ianthi-Maria Tsimpli
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
L2 Acquisition ◽  
English Grammar ◽  
Verb Agreement ◽  
Parameter Resetting ◽  
L1 English

We examine the microparameters of null and postverbal subjects in the Greek L1/English L2 interlanguage, exploring the role of interpretability in interlanguage representations. Our results suggest that while uninterpretable features are inaccessible in L2 acquisition, interpretable features are available and play a compensatory role. Although the abstract L1 properties of subject-verb agreement seem to transfer to the L2 representation, the effects appear scattered and transfer is not direct. We thus suggest that Greek-learner L2 English grammar exhibits non-random optionality in the properties of null and postverbal subjects, regulated by parameter-resetting (feature re-valuation) which is, however, neither the L1 (Greek) nor the target L2 (English) option.

L1 Korean and L1 Mandarin L2 English learners’ acquisition of the count/mass distinction in English

2017 ◽  
Vol 34 (2) ◽  
pp. 147-177 ◽  
Author(s):  
Sea Hee Choi ◽  
Tania Ionin ◽  
Yeqiu Zhu
Keyword(s):  
Second Language ◽  
Mandarin Chinese ◽  
English Learners ◽  
The Other ◽  
L2 Acquisition ◽  
L1 Transfer ◽  
Plural Marking ◽  
Mandarin Speakers

This study investigates the second language (L2) acquisition of the English count/mass distinction by speakers of Korean and Mandarin Chinese, with a focus on the semantics of atomicity. It is hypothesized that L1-Korean and L1-Mandarin L2-English learners are influenced by atomicity in the use of the count/mass morphosyntax in English. This hypothesis is tested in two experiments, one comparing Korean and Mandarin speakers in their L2 (English) and the other investigating count/mass morphosyntax in native Korean and Mandarin Chinese. In both experiments, participants are tested on their suppliance of plural marking with count and mass NPs. The findings are fully consistent with the view of atomicity as a semantic universal: learners overuse plural marking with mass atomic nouns such as furniture more than with mass non-atomic nouns such as water. Even though plural marking is associated with atomicity in Korean but not in Mandarin, the same patterns are observed in L1-Korean and L1-Mandarin L2-English learners. We conclude that learners’ performance is not due to L1-transfer, but rather to the role of the semantic universal of atomicity in L2-acquisition.

scholarly journals L2 acquisition of Mandarin zai and -le

2016 ◽  
Vol 5 (1) ◽  
pp. 1-25 ◽  
Author(s):  
Xiner Tong ◽  
Yasuhiro Shirai
Keyword(s):  
Applied Linguistics ◽  
Past Tense ◽  
L2 Acquisition ◽  
Verbal Morphology ◽  
Progressive Aspect ◽  
Aspect Hypothesis ◽  
Lexical Aspect ◽  
Grammatical Aspect ◽  
European Languages ◽  
Aspect Marker

AbstractAlthough the Aspect Hypothesis has been tested in many European languages, it has not been investigated extensively in Chinese. The present study tested the Aspect Hypothesis in relation to two predictions: the Association Prediction, which predicts that perfective aspect (in Chinese, –le) will be associated with telic verbs and progressive aspect (zai) with activity verbs, and the Developmental Prediction, which predicts that such associations will be stronger at early stages of development. The study employed a controlled experiment, which elicited learners’ judgments on perfective –le and progressive zai in obligatory, incorrect, and optional contexts. The results show that the Association Prediction is only partially supported and that the Developmental Prediction is not supported, in that higher-level learners associate lexical aspect more strongly with the grammatical aspect marker. The results are more consistent with the Default Past Tense Hypothesis (Salaberry 1999. The development of past tense verbal morphology in classroom L2 Spanish. Applied Linguistics 20. 151–178), which we propose to be extended to the Lexical Insensitivity Hypothesis.

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