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.
|Original language||English (US)|
|Number of pages||24|
|Journal||IRAL - International Review of Applied Linguistics in Language Teaching|
|State||Published - Aug 1 2013|
All Science Journal Classification (ASJC) codes
- Language and Linguistics
- Linguistics and Language