Prototypical influence in second language acquisition: what now for the Aspect Hypothesis?
IRAL: International Review of Applied Linguistics in Language Teaching
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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. This analysis shows that contrary to the Aspect Hypothesis’s predictions, 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. It is proposed that the route of L2 development found in the data can be accounted for by considering the influence of L1 background and input effects on L2 development.
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