L2 ACQUISITION OF ENGLISH TENSE AND ASPECT MORPHOLOGY BY MONGOLIAN LEARNERS

Abstract

Previous literature has argued that the acquisition of L2 English tense and aspect morphology follows a universal acquisition pattern, known as the Aspect Hypothesis (AH). In order to test the AH, this paper investigates the acquisition of English tense and aspect markers by 60 Mongolian L2 learners at two different proficiency levels. The results of the investigation reveal strong associations between achievement/accomplishment verbs and past tense marking, and between activity verbs and progressive aspect marking, which is consistent with the AH’s predictions. However, contrary to the AH, the extension of progressive aspect marking to stative verbs is also observed. More research is needed to provide further evidence for the AH’s claim for universality.