著者

xiaozhao Sun

出版者

Japan Curriculum Research and Development Association

雑誌

International Journal of Curriculum Development and Practice (ISSN:13444808)

巻号頁・発行日

vol.8, no.1, pp.13-26, 2006 (Released:2018-01-07)

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By employing an error identification and correction test targeting base form and progressive usage, the present research aims to examine the role of first language as well as lexical aspect in the acquisition of tense and aspect by Japanese and Chinese EFL learners from a comparative angle. A four-way ANOVA was conducted with the test score as the dependent variable, and first language, language proficiency, lexical aspect, and error category as the independent variables. The results indicated a possible relation between Japanese learners' higher acceptance of erroneous progressive usage and their native language influence. However, similar L1 influence was not observed on Chinese learners who might have developed a linguistic alertness towards base-form usage due to their tenseless native language. In addition, besides language proficiency, effect of lexical aspect was also found with minor difference from the aspect hypothesis. Further discussion was made with regard to the results as well as pedagogical implications.