TY - JOUR
T1 - Prototypical influence in second language acquisition
T2 - What now for the aspect hypothesis
AU - McManus, Kevin
N1 - Funding Information:
1. This research was supported by the School of Modern Languages at Newcastle University and the Association for French Language Studies. I would like to thank the anonymous IRAL reviewers for their valuable comments as well as Florence Myles, Richard Waltereit, Laura Domínguez and Nicole Tracy-Ventura.
PY - 2013/8
Y1 - 2013/8
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=84888317029&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84888317029&partnerID=8YFLogxK
U2 - 10.1515/iral-2013-0013
DO - 10.1515/iral-2013-0013
M3 - Article
AN - SCOPUS:84888317029
SN - 0019-042X
VL - 51
SP - 299
EP - 322
JO - IRAL - International Review of Applied Linguistics in Language Teaching
JF - IRAL - International Review of Applied Linguistics in Language Teaching
IS - 3
ER -