{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/86267"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/86267","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The Role of Focused Input on the Acquisition of Tense and *Aspect by L2 Learners of French","abstract":"Cloze test results show that the experimental group exhibited a U-shaped behavior in their use of imperfective vs. perfective morphology with achievement verbs after they received the input flood. They selected more often an unbounded interpretation of achievement predicates when the context required a bounded interpretation. In contrast, no statistically significant change of scores was observed on the aspectual judgment test for their evaluation of telics in either the preterite or the imperfect. In other words, L2 representation was not affected. Overall results confirmed the leading role of lexical aspect on intermediate learners' use of tense and aspect. An important implication of this study is that the semantic complexity of the imperfect combined with the inherent semantic value of verbs affected learners' performance. Further testing is needed to investigate the effect of input that provides learners with specific combinations of grammatical and lexical aspect at the various acquisitional stages charted by the Aspect Hypothesis.","abstract_html":"Cloze test results show that the experimental group exhibited a U-shaped behavior in their use of imperfective vs. perfective morphology with achievement verbs after they received the input flood. They selected more often an unbounded interpretation of achievement predicates when the context required a bounded interpretation. In contrast, no statistically significant change of scores was observed on the aspectual judgment test for their evaluation of telics in either the preterite or the imperfect. In other words, L2 representation was not affected. Overall results confirmed the leading role of lexical aspect on intermediate learners' use of tense and aspect. An important implication of this study is that the semantic complexity of the imperfect combined with the inherent semantic value of verbs affected learners' performance. Further testing is needed to investigate the effect of input that provides learners with specific combinations of grammatical and lexical aspect at the various acquisitional stages charted by the Aspect Hypothesis.","abstract_has_math":false,"creators":["Duperron, Lucile"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"French","degree_department":null,"school":null,"contributors":["VanPatten, Bill"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-28T15:02:15Z","date_published":"2015-09-28T15:02:15Z","updated_at":"2026-07-22T22:26:26Z","subjects":["Education, Language and Literature"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3111540"],"render_values":[{"text":"(MiAaPQ)AAI3111540","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/86267","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["VanPatten, Bill"]},{"key":"dc:creator","label":"Author","values":["Duperron, Lucile"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-28T15:02:15Z","10000-01-01","2003"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["French"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Language and Literature"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/86267","(MiAaPQ)AAI3111540"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Cloze test results show that the experimental group exhibited a U-shaped behavior in their use of imperfective vs. perfective morphology with achievement verbs after they received the input flood. They selected more often an unbounded interpretation of achievement predicates when the context required a bounded interpretation. In contrast, no statistically significant change of scores was observed on the aspectual judgment test for their evaluation of telics in either the preterite or the imperfect. In other words, L2 representation was not affected. Overall results confirmed the leading role of lexical aspect on intermediate learners' use of tense and aspect. An important implication of this study is that the semantic complexity of the imperfect combined with the inherent semantic value of verbs affected learners' performance. Further testing is needed to investigate the effect of input that provides learners with specific combinations of grammatical and lexical aspect at the various acquisitional stages charted by the Aspect Hypothesis.","Made available in DSpace on 2015-09-28T15:02:15Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3111540.pdf: 11882242 bytes, checksum: 3e1fbedcfc4d51b73697f883ba95b18d (MD5) Previous issue date: 2003","Embargo set by: Seth Robbins for item 87548 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","251 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2003."]},{"key":"dc:title","label":"Title","values":["The Role of Focused Input on the Acquisition of Tense and *Aspect by L2 Learners of French"]}]}],"canonical_facts":{"dc:contributor":["VanPatten, Bill"],"dc:creator":["Duperron, Lucile"],"dc:date":["2015-09-28T15:02:15Z","10000-01-01","2003"],"dc:description":["Cloze test results show that the experimental group exhibited a U-shaped behavior in their use of imperfective vs. perfective morphology with achievement verbs after they received the input flood. They selected more often an unbounded interpretation of achievement predicates when the context required a bounded interpretation. In contrast, no statistically significant change of scores was observed on the aspectual judgment test for their evaluation of telics in either the preterite or the imperfect. In other words, L2 representation was not affected. Overall results confirmed the leading role of lexical aspect on intermediate learners' use of tense and aspect. An important implication of this study is that the semantic complexity of the imperfect combined with the inherent semantic value of verbs affected learners' performance. Further testing is needed to investigate the effect of input that provides learners with specific combinations of grammatical and lexical aspect at the various acquisitional stages charted by the Aspect Hypothesis.","Made available in DSpace on 2015-09-28T15:02:15Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3111540.pdf: 11882242 bytes, checksum: 3e1fbedcfc4d51b73697f883ba95b18d (MD5) Previous issue date: 2003","Embargo set by: Seth Robbins for item 87548 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","251 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2003."],"dc:identifier":["http://hdl.handle.net/2142/86267","(MiAaPQ)AAI3111540"],"dc:language":["eng"],"dc:subject":["Education, Language and Literature"],"dc:title":["The Role of Focused Input on the Acquisition of Tense and *Aspect by L2 Learners of French"],"dc:type":["text"],"thesis:degree_discipline":["French"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:26Z"}