The Effect of Instructional Order on the L2 Acquisition of the Korean Imperfective Aspect
Ju-Yeon Ryu and Yasuhiro Shirai
158-168 (complete paper
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It has been observed that in the L2 acquisition of aspect, progressive/imperfective marking is acquired earlier with activity verbs than with achievement verbs (the Aspect Hypothesis; Andersen & Shirai, 1994). This pattern has been seen repeatedly in Japanese -te i- (e.g., Shirai & Kurono, 1998), and in -ko iss- and -a iss- in L2 Korean (e.g., Lee & Kim, 2007, Ryu et al., 2008). However, Ishida (2004) found her L2 Japanese learners used -te i- more accurately as a resultative marker than as a progressive marker, contradicting the general trend. Ishida's learners were exposed to the resultative state -te i- long before the progressive -te i- was introduced, which suggests that instructional variables have a strong effect on acquisition. This study tests whether or not the instructional order influences the acquisition of the Korean imperfective aspect by Japanese learners. The results reveal that, overall, changing the instructional order does not have strong effects on the acquisition of the Korean aspectual system. However, some effect of the instruction order was also found, which may have pedagogical implications.
Selected Proceedings of the 2010 Second Language Research Forum: Reconsidering SLA Research, Dimensions, and Directions
edited by Gisela Granena, Joel Koeth, Sunyoung Lee-Ellis, Anna Lukyanchenko, Goretti Prieto Botana, and Elizabeth Rhoades
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