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Lin, Shuyang. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 161-174). / Abstracts in English and Chinese. / Abstract --- p.ii / 論文摘要 --- p.iv / Acknowledgements --- p.vi / Table of Contents --- p.vii / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Introduction --- p.1 / Chapter 1.2 --- Aspect Hypothesis and related acquisition studies --- p.1 / Chapter 1.3 --- L2 learners of English whose native language is Chinese --- p.4 / Chapter 1.4 --- The issue of learning environment on acquisitional sequences --- p.6 / Chapter 1.5 --- Pedagogical issues --- p.7 / Chapter 1.6 --- Purposes of this study --- p.7 / Chapter 1.7 --- Organization of this thesis --- p.9 / Chapter Chapter 2 --- Literature Review --- p.11 / Chapter 2.1 --- Introduction --- p.11 / Chapter 2.2 --- Introduction to the tense-aspect terminology --- p.11 / Chapter 2.2.1 --- Tense --- p.11 / Chapter 2.2.2 --- Aspect´ؤgrammatical aspect and lexical aspect --- p.12 / Chapter 2.2.3 --- Vendler's four-way classification of verbs --- p.13 / Chapter 2.3 --- Aspect hypothesis and related acquisition studies --- p.15 / Chapter 2.3.1 --- Aspect hypothesis --- p.15 / Chapter 2.3.2 --- LI acquisition studies --- p.17 / Chapter 2.3.3 --- L2 acquisition studies --- p.19 / Chapter 2.3.4 --- Acquisitional order --- p.25 / Chapter 2.3.5 --- Accounts for the Aspect Hypothesis --- p.27 / Chapter 2.3.5.1 --- Relevance Principle --- p.27 / Chapter 2.3.5.2 --- Congruence Principle --- p.28 / Chapter 2.3.5.3 --- Determinism --- p.29 / Chapter 2.3.5.4 --- One-to-One Principle --- p.29 / Chapter 2.3.5.5 --- Subset Principle --- p.29 / Chapter 2.3.5.6 --- Distributional biased hypothesis --- p.30 / Chapter 2.3.5.7 --- Discourse motivations --- p.30 / Chapter 2.3.5.8 --- Prototype theory --- p.32 / Chapter 2.4 --- The temporality systems in English and Chinese --- p.32 / Chapter 2.5 --- Acquisition studies on Chinese learners --- p.34 / Chapter 2.6 --- Instructed learners --- p.36 / Chapter 2.7 --- Input --- p.38 / Chapter 2.7.1 --- Impacts of input on the acquisition of tense-aspect morphology --- p.38 / Chapter 2.7.2 --- Input and second language acquisition --- p.40 / Chapter 2.7.3 --- Input enhancement and different ways of making input salient --- p.42 / Chapter 2.7.3.1 --- Positive evidence --- p.44 / Chapter 2.7.3.2 --- Consciousness-raising --- p.47 / Chapter 2.8 --- Summary --- p.47 / Chapter 2.9 --- Research questions --- p.48 / Chapter Chapter 3 --- Methodology --- p.49 / Chapter 3.1 --- The pilot study and modification --- p.49 / Chapter 3.2 --- Participants --- p.50 / Chapter 3.2.1 --- Participants' consent to attend data collection --- p.51 / Chapter 3.2.2 --- Proficiency grouping --- p.51 / Chapter 3.2.3 --- Treatment conditions grouping --- p.53 / Chapter 3.3 --- Data elicitation task --- p.53 / Chapter 3.3.1 --- Cloze task --- p.54 / Chapter 3.3.1.1 --- Why cloze task --- p.54 / Chapter 3.3.1.2 --- The design --- p.55 / Chapter 3.4 --- Pedagogical treatment --- p.56 / Chapter 3.4.1 --- Positive input --- p.57 / Chapter 3.4.2 --- Positive enhanced input --- p.58 / Chapter 3.4.3 --- The design --- p.61 / Chapter 3.5 --- Three conditions of treatment --- p.62 / Chapter 3.6 --- Coding --- p.69 / Chapter 3.7 --- Statistical analysis --- p.70 / Chapter Chapter 4 --- Results and Discussions --- p.72 / Chapter 4.1 --- Introduction --- p.72 / Chapter 4.2 --- Evaluation of the interlanguage aspect morphology of Chinese instructed learners with regards to the Aspect Hypothesis --- p.72 / Chapter 4.2.1 --- Use of progressive aspect --- p.73 / Chapter 4.2.1.1 --- Statistics --- p.73 / Chapter 4.2.1.2 --- Developmental routes --- p.76 / Chapter 4.2.2 --- Discussions of the findings about progressive marking --- p.78 / Chapter 4.2.2.1 --- Previous findings --- p.78 / Chapter 4.2.2.2 --- Current findings --- p.79 / Chapter 4.2.2.3 --- Comparison between previous and current findings --- p.79 / Chapter 4.2.2.4 --- Different developmental routes of accomplishments and achievements --- p.80 / Chapter 4.2.2.5 --- Use of progressive with states --- p.82 / Chapter 4.2.2.6 --- Possible reasons for the unexpected low appropriacy rate of progressive marking with states --- p.84 / Chapter 4.2.2.7 --- Summary on the use of progressive marking --- p.85 / Chapter 4.2.3 --- Use of perfect aspect --- p.86 / Chapter 4.2.3.1 --- Statistics --- p.86 / Chapter 4.2.4 --- Discussions of the findings about perfect marking --- p.89 / Chapter 4.2.4.1 --- Developmental routes --- p.89 / Chapter 4.2.4.2 --- """Perfect-better-than-progressive"" performance" --- p.90 / Chapter 4.2.4.3 --- "The temporal constituency of a situation the four aspects (perfective, imperfective, progressive, perfect) represent" --- p.90 / Chapter 4.2.4.4 --- Possible explanations for the developmental routes --- p.95 / Chapter 4.2.4.5 --- "Possible explanations for the ""perfect-better-than-progressive"" performance" --- p.97 / Chapter 4.2.4.6 --- Summary on the use of perfect marking --- p.98 / Chapter 4.3 --- Characteristics of the interlanguage aspect morphology of instructed Chinese learners --- p.101 / Chapter 4.3.1 --- Influence of LI Chinese on the use of progressive marking with stative verbs --- p.102 / Chapter 4.3.2 --- Role of instruction --- p.108 / Chapter 4.3.3 --- Interlanguage aspect morphology of intermediate learners --- p.108 / Chapter 4.4 --- Effects of enhanced positive input on remedying the biased distribution of aspect markings --- p.112 / Chapter 4.4.1 --- Effects of enhanced positive input on progressive marking --- p.115 / Chapter 4.4.2 --- Effects of enhanced positive input on perfect marking --- p.118 / Chapter 4.4.3 --- Summary on progressive and perfect markings --- p.119 / Chapter 4.4.4 --- Why positive input? --- p.120 / Chapter 4.4.5 --- Why enhance input? --- p.122 / Chapter 4.4.6 --- How to enhance input? --- p.124 / Chapter 4.5 --- Comparison of the effects of three treatment conditions --- p.126 / Chapter 4.5.1 --- Introduction --- p.126 / Chapter 4.5.2 --- Design of this study --- p.126 / Chapter 4.5.3 --- Results --- p.128 / Chapter 4.5.3.1 --- Statistics output from SPSS --- p.128 / Chapter 4.5.3.2 --- Effect size --- p.130 / Chapter 4.5.4 --- Interpretation and discussions --- p.136 / Chapter 4.5.4.1 --- "The ""input"" group~the group without explicit rule instruction" --- p.136 / Chapter 4.5.4.2 --- The groups with explicit rule instruction´ؤimmediate effects of deductive and inductive learning --- p.137 / Chapter 4.5.4.3 --- The groups with explicit rule instruction´ؤlong-term effects of deductive and inductive learning --- p.138 / Chapter 4.5.5 --- Summary --- p.140 / Chapter Chapter 5 --- Conclusions --- p.142 / Chapter 5.1 --- Answers to research question 1 --- p.142 / Chapter 5.1.1 --- The developmental routes for progressive marking --- p.142 / Chapter 5.1.2 --- The developmental routes for perfect marking --- p.145 / Chapter 5.1.3 --- Summary --- p.145 / Chapter 5.2 --- Answers to research question 2 --- p.146 / Chapter 5.3 --- Answers to research question 3´ؤpart 1 --- p.147 / Chapter 5.3.1 --- Effects of enhanced positive input on use of progressive marking --- p.147 / Chapter 5.3.2 --- Effects of enhanced positive input on use of perfect marking --- p.149 / Chapter 5.3.3 --- Summary --- p.149 / Chapter 5.4 --- Answers to research question 3´ؤpart 2 --- p.150 / Chapter 5.4.1 --- Explanations --- p.152 / Chapter 5.4.2 --- Summary --- p.152 / Chapter 5.5 --- Pedagogical suggestions --- p.153 / Chapter 5.6 --- Limitations --- p.155 / Chapter 5.6.1 --- Participants --- p.155 / Chapter 5.6.1.1 --- For the developmental routes of perfect marking --- p.155 / Chapter 5.6.1.2 --- For the perfect-better-than-progressive performance --- p.156 / Chapter 5.6.2 --- Sessions of treatment --- p.157 / Chapter 5.6.2.1 --- For durable effects of enhanced positive input --- p.157 / Chapter 5.6.2.2 --- For deciding the most facilitative treatment --- p.157 / Chapter 5.7 --- Suggestions for future research directions --- p.158 / Chapter 5.7.1 --- New variables --- p.158 / Chapter 5.7.2 --- Instruction order --- p.159 / Chapter 5.7.3 --- Interplay between LI and lexical aspect influences --- p.160 / References --- p.161 / Appendices --- p.175 / Chapter Appendix A- --- Pre-test --- p.175 / Chapter Appendix B- --- Immediate post-test --- p.178 / Chapter Appendix C- --- Delayed post-test --- p.181 / Chapter Appendix D- --- Input I --- p.185 / Chapter Appendix E- --- Input II --- p.188

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1985. / Bibliography: leaves 147-151. / Photocopy. / xiv, 151 leaves, bound 29 cm

published_or_final_version / abstract / Linguistics / Master / Master of Arts