- Table of Symbols and Abbreviations
- About the Authors
- The Oxford Handbook of Tense and Aspect
- Philosophy of Language
- Narratology and Literary Linguistics
- Computational Linguistics
- Universals and Typology
- Discourse and Text
- Diachrony and Grammaticalization
- Language Contact
- Creole Languages
- Primary Language Acquisition
- Second Language Acquisition
- Remoteness Distinctions
- The Surcomposé Past Tense
- Bound Tenses
- Embedded Tenses
- Nominal Tense
- Lexical Aspect
- Verbal Aspect
- Perfective and Imperfective Aspect
- Progressive and Continuous Aspect
- Habitual and Generic Aspect
- Habituality, Pluractionality, and Imperfectivity
- Perfect Tense and Aspect
- Resultative Constructions
- Time in Sentences with Modal Verbs
- Evidentiality and Mirativity
Abstract and Keywords
This article presents an overview of recent work on the aspect hypothesis within second-language acquisition research on tense and aspect. Interlanguage (the emerging second-language grammar) is systematic and constitutes a natural language. Second-language acquisition exhibits remarkably similar developmental sequences or paths regardless of environment, instruction, or even first language or target language. The aspect hypothesis predicts both the initial restricted use of verbal morphology (perfective past, imperfective past, and progressive) and its subsequent spread in the L2 grammar. The article also compares the aspect hypothesis with the discourse hypothesis before concluding with a consideration of additional areas of investigation, including compositionality, the polysemy and multifunctionality of progressive and imperfective, frequency effects, acquisition at the periphery, and use of judgment tasks to test the developing L2 systems in areas that cannot be investigated by production data.
Kathleen Bardovi-Harlig is professor of second language studies and adjunct professor of linguistics, cognitive science, and Germanic studies at Indiana University, where she teaches and conducts research in second language acquisition. Her work on interlanguage pragmatics and on the acquisition of pragmatics has appeared in Language Learning, Studies in Second Language Acquisition, Discourse Processes, ROLSI, and Pragmatics and Language Learning. She is the coeditor of three volumes on the L2 acquisition of pragmatics and the means used to investigate it: Pragmatics and Language Learning (Vol. 11, 2006 University of Hawai'i: National Foreign Language Resource Center), Interlanguage Pragmatics: Exploring Institutional Talk (2005, Lawrence Erlbaum), and Teaching Pragmatics (2003, United States Department of State, http://exchanges.state.gov/englishteaching/resforteach/pragmatics.html). She can be reached at http://email@example.com.
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