L'Hypothèse de la Primauté de l'Aspect (Anderson & Shirai, 1996) propose que les verbes ont tous leur propre aspect lexical inhérent. Ces aspects lexicaux sont: les états, les activités, les accomplissements et les achèvements. Toujours selon l'Hypothèse de l'Aspect, les inflexions grammaticales des verbes apparaîtraient dans la production des apprenants, d'une L1 ainsi que d'une L2, d'une manière cohérente avec l'aspect lexical du verbe. La présente étude examinera l'acquisition du progressif du présent en anglais par les apprenants français d'anglais L2. Les résultats d'un teste de compétence générale linguistique indiquent que les participants de cette étude sont à trois niveaux linguistiques: débutant (n = 20), intermédiaire (n = 14) et avancé (n = 19). Leurs résultats seront comparés à ceux du groupe témoin composé de sept locuteurs natifs de l'anglais (n = 7), qui venaient de finir leur licence ou étaient en train de l'obtenir. Les résultats d'une ANOVA simple montrent que la difference entre les groupes est significative (f(3, 58) = 3.520, p = .021). Les résultats d'un test d'acceptabilité /préférence grammaticale révèlent un effet significatif pour l'aspect lexical et le groupe pour les niveaux débutant (X² (1) = 16.904, p = .001) et intermédiaire (X² (1) = 12.167, p = .001), mais pas pour le niveau avancé (X² (1) = .032, p = .499). D'après un test de chi carré, les résultats d'une description d'une vidéo se révèlent être significatifs en ce qui concerne l'aspect lexical : (X² (1) = 198.242, p = .001). Ces résultats montrent un fort effort d'aspect lexical sur le choix entre le présent simple et le présent progressif et indiqueraient aussi un effet de plateau puisque les différences entre les niveaux intermédiaires et avancés sont souvent non significatives. Les résultats indiquent aussi une préférence pour le présent simple comparé au present progressif, surtout avec les verbes téliques.

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The Aspect Hypothesis (Andersen & Shirai, 1994; 1996) proposes that the inherent lexical aspect of verbs plays a major role in the acquisition of tense-aspect (TA) morphology in both first and second language. This has been attested in most studies on TA morphology conducted with past and present TA markers. The present study examined the acquisition of Present Perfect, a rather insufficiently studied TA form from a Prototype Account, in two of its four functions, Experiential Past and Persistent Situation. The subjects were 85 L1-Spanish English language learners at intermediate and advanced levels. All participants had received formal instruction in English grammar as part of their curriculum. The data was collected through a forced-choice task with 16 situations equally distributed between the two Present Perfect functions and between telic and atelic verbs of four semantic categories: stative, activities, achievements, and accomplishments. Participants had to choose the correct verb form out of three options (Present, Past or Present Perfect) that would best complete the sentences given. The results showed evidence of clear developmental stages in the acquisition of the Present Perfect. The stages were characterized by an important role of proficiency level and lexical aspect as the more proficient participants showed a more accurate use of the target form. In addition, both the intermediate and advanced groups showed a tendency towards employing Persistent Situation with atelic verb types, whereas they used Experiential Past with telic verbs. Contrary to the predictions of the AH, the use that seemed to be first acquired and easier to learn was Persistent Situation, which obtained higher correctness rates in both groups than Experiential Past. When the results were analyzed across each aspectual verb type, the pattern of acquisition was less clear and thereby partly met the claims of the AH. This irregular trend attested in the data encouraged the argument that the acquisition of the functions of the Present Perfect may not be solely influenced by lexical aspect and verb prototypicality but several other factors may be at stake, such as sentence-type effect, input distribution, L1 transfer and rote-learned forms. Therefore, developmental stages in the acquisition of the Present Perfect should be examined in view of an interplay of "multiple factors" as already proposed by Sugaya and Shirai (2007), which work simultaneously and in a complementary fashion in the acquisitional process of TA morphology.

La présente recherche vise à décrire et comprendre l’enseignement de la distinction entre le passé composé et l’imparfait à partir des connaissances et conceptions des enseignants ainsi qu’à partir de leur matériel didactique. La distinction aspectuelle, plus précisément celle qui concerne le perfectif et l’imperfectif, est une difficulté qui concerne plusieurs langues. La recherche antérieure s’est beaucoup intéressée à cette question, permettant de comprendre les raisons de cette difficulté qui se fonde sur l’hypothèse de l’aspect. À partir de cette hypothèse, les difficultés concernant la distinction entre le passé composé et l’imparfait s’éclaircissent, permettant d’ajuster les explications et la transposition didactique. Or, la recherche antérieure considère que les manuels didactiques fournissent aux apprenants et aux enseignants des explications qui ne permettent pas une réelle compréhension de la distinction entre le passé composé et l’imparfait. La présente recherche cherche à vérifier ces hypothèses. À partir d’entrevues réalisées auprès de neuf enseignants de français langue seconde, les résultats montrent qu’effectivement, les enseignants s’inspirent des manuels didactiques pour expliquer et transposer la distinction entre le passé composé et l’imparfait. De plus, à partir du matériel didactique fourni par les mêmes enseignants, les résultats montrent que malgré une connaissance de la difficulté d’emploi du passé composé et de l’imparfait, les exercices ne sont pas adaptés aux difficultés des étudiants. Enfin, la présente recherche démontre la prédominance de l’intrant typique par rapport à l’intrant atypique. / Second language (L2) acquisition researchers report that acquiring the perfective-imperfective distinction poses significant challenges to L2 learners. Previous research has focused on identifying the causes of this problem as well as investigating the differential effects of teaching methods. This study uncovers teachers’s knowledge and comprehension of the distinction between passé composé and imparfait and analyzes the teaching material they use in their classrooms. The Aspect Hypothesis has already been identified as the principal cause of L2 learners’ reported difficulties. By analysing data obtained from teacher interviews and from their teaching materials, the present study sets out to address these hypotheses. Nine teachers of French as a second language participated in a semi-structured interview and discussed the teaching material they used to teach the passé composé and imparfait distinction. The obtained results show that teachers rely on textbooks to explain and teach the distinction between passé composé and imparfait. Although teachers were aware of the difficulties associated with the acquisition of the target forms, they used exercises that did not facilitate the learners’ task. In fact, the provided exercises barely focused on the meaning and use of the forms in question and heavily focused on their formal properties. An analysis of the input to which the learners were exposed indicates the predominance of typical input.

This experimental study investigates the second language acquisition of the four Mandarin aspect markers -le, -guo, -zhe, and zai- by native Swedish university students enrolled in Chinese language courses in Sweden. The main points of inquiry are acquisition order, the Aspect Hypothesis, the Distributional Bias Hypothesis, and the Prototype Model. The study contains a cross-sectional study and a longitudinal study. Both written and spoken data are collected. The tasks in the cross-sectional study include film-retelling, picture-retelling, grammaticality judgment, fill-in-the-blank questions and comprehension. The longitudinal study includes written data produced by seven students in their tri-monthly journal. The study shows that perfective markers are produced before imperfective markers. The results of the experiments are consistent with the Aspect Hypothesis. The Distributional Bias Hypothesis can account for most of the Aspect Hypothesis but there are exceptions that indicate that other factors could also influence the acquisition process, such as L1 transfer. The Prototype Model cannot be conclusively proven. Apart from contributing to second-language acquisition theo-ries on cross-linguistic tense-aspect morphology, this study can provide empirical evidence with significant pedagogical implications for the second-language learning classroom.