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The acquisition of English aspect morphology: an investigation of the developmental routes and the effects of classroom treatment.

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

Identiferoai:union.ndltd.org:cuhk.edu.hk/oai:cuhk-dr:cuhk_327533
Date January 2011
ContributorsLin, Shuyang., Chinese University of Hong Kong Graduate School. Division of English.
Source SetsThe Chinese University of Hong Kong
LanguageEnglish, Chinese
Detected LanguageEnglish
TypeText, bibliography
Formatprint, xiii, 189 leaves : ill. ; 30 cm.
RightsUse of this resource is governed by the terms and conditions of the Creative Commons “Attribution-NonCommercial-NoDerivatives 4.0 International” License (http://creativecommons.org/licenses/by-nc-nd/4.0/)

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