Article published in:EUROSLA Yearbook: Volume 5 (2005)
Edited by Susan H. Foster-Cohen, María del Pilar García Mayo and Jasone Cenoz
[EUROSLA Yearbook 5] 2005
► pp. 77–101
Beyond the Aspect Hypothesis
Tense–aspect development in advanced L2 French
The Aspect Hypothesis (AH) (Andersen 1986, 1991) suggests an eight-stage development of the Spanish tense–aspect system by English learners in which tenses progressively mark verb categories. The current paper, which presents some of the main findings from Labeau (2005), explores the relevance of the AH to an acquisitional setting other than that for which it was developed. Specifically, it tests the four tenets of the AH, as described by Shirai and Kurono (1998) against data from the acquisition of the French tense/aspect system by advanced learners of French in a tutored environment. It compares the use of French verbal morphology by advanced Anglophone learners with a control group of native speakers engaging in a variety of tasks: (1) oral and written narratives (2) a grammar cloze-test and (3) a written editing task. Having shown that the basic hypothesis is unable to account for the development of advanced French, the study tests an expanded version of the AH (Andersen 2002) and suggests further factors to take into account in the description of advanced stages of tense–aspect acquisition.
Published online: 02 August 2005
Cited by 6 other publications
Bardovi-Harlig, Kathleen & Llorenç Comajoan-Colomé
Diaubalick, Tim & Pedro Guijarro-Fuentes
Howard, Martin & Pascale Leclercq
Martins, Custodio & Mário Pinharanda-Nunes
This list is based on CrossRef data as of 14 april 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.