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Prototypical influence in second language acquisition:
What now for the Aspect Hypothesis1

This 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.

1. Introduction
For a long time now, research on the development of aspect in a second language (L2) has almost dutifully considered the predictions made by the Aspect Hypothesis (Andersen and Shirai 1994, 1996). The hypothesis adopts a bidimensional approach to aspect (Bertinetto, 2001, Depraetere 1995, Smith 1997) in which aspectual information is split into two types of universal semantic information: (1) the inherent semantics of verbs/predicates/sentences (situation aspect) and (2) the particular perspective from which situations are presented (viewpoint aspect). In languages that map viewpoint aspect to tense (e.g., French, Spanish), the Aspect Hypotheses (AH) claims that certain viewpoint aspect meanings are initially only used with particular situation aspect types (e.g., perfective viewpoint initially used with telic situation types). A number of studies claim to find empirical support in the AH’s predictions for L2 development (e.g. Bardovi-Harlig and Bergström 1996, Comajoan 2006).

1. This research was supported by the School of Modern Languages at Newcastle University and the Association for French Language Studies. I would like to thank the anonymous IRAL reviewers for their valuable comments as well as Florence Myles, Richard Waltereit, Laura Domínguez and Nicole Tracy-Ventura.

IRAL 51 (2013), 299–322
DOI 10.1515/iral-2013-0013...
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