The Aspect Hypothesis And Its Application In The Comprehension Of Perfective Telic And Imperfective Atelic Situations In Leveled English Language Learners: Insights Into The Link Between Comprehension And Production
Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
Jonna Meidal & Dean Reasoner
Jamison & Jessica Klagmann
The motivating factor for this research was to determine if predictive meaning-based tenets of the Aspect Hypothesis can be applied to the comprehension of perfective telic and imperfective atelic situations, and to assess the role lexical aspect plays in the attribution of perfective –ed to telic and imperfective –ing to atelic predicates for English language learners in WIDA proficiency Levels 2, 3, 4 and Exited. Student’s preference for aspectual attribution, and ability to notice completedness were measured. Results suggest that the perfective is more salient in a telic context, and is therefore acquired first. However, the salience of the imperfective –ing does not seem to be impacted by context, and all students showed avoidance of attributing the imperfective to an atelic context. English language learners may produce specific linguistic constructions prior to comprehending them, and the acquisition of perfective and imperfective grammatical forms does not necessarily track linearly across WIDA levels.
Quantitative, Forced-choice Protocol
ESL/ ELLs, Teachers/ Teaching, Second Language Acquisition, Tense-Aspect Morphology
Klagmann, Collin, "The Aspect Hypothesis And Its Application In The Comprehension Of Perfective Telic And Imperfective Atelic Situations In Leveled English Language Learners: Insights Into The Link Between Comprehension And Production" (2018). School of Education Student Capstone Theses and Dissertations. 4433.