The Acquisition of the English Tense-Aspect System by Cantonese ESL Learners

Abstract

The effect of lexical aspect has been observed in learners’ tense-aspect marking, and it has been shown that there are three stages in learners’ development of the tense-aspect system. However, these observations have been challenged with discussion on new foci of first language (L1) influence and input biases. In the present study, production data of five groups of Hong Kong English as a Second Language (ESL) learners were examined to address the challenges. The results of the study show that lexical aspect indeed affects learners’ tense-aspect marking but the developmental path suggested in previous studies should be modified with added factors of relevant L1 features and classroom input patterns. The results also indicate that learners’ development of the tense-aspect system is a continuum rather than a process with three stages. Pedagogical implications of the findings are also discussed.