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Although cross-linguistic research on second language tense-aspect acquisition has uncovered universal tendencies concerning the association between verbal semantics and tense-aspect markers, it is still unclear what mechanisms underlie this link. This study investigates the acquisition of two imperfective aspect markers (- ko iss- and - a iss-) in Korean by Japanese learners to determine how cognitive universals, first language (L1) transfer, and input frequency interact. The current findings are compared with the results of Lee and Kim (2007), who studied the acquisition of the same aspect markers by L1 English learners. Both groups of learners acquired the progressive - ko iss- earlier than the resultative - a iss-/- ko iss-, while L1 Japanese learners acquired the resultative use of - ko iss- earlier than L1 English learners. Japanese learners' early acquisition of the resultative - ko iss- is likely due to L1 transfer, because Japanese has a similar imperfective marker (- te i-). We argue that cognitive universals (one-to-one principle), L1 transfer, and input frequency all contribute to the acquisition patterns of temporal morphology. [ABSTRACT FROM AUTHOR]

This article examines the acquisition of Korean imperfective markers, the progressive - ko iss- and the resultative - a iss-, with a view to understanding how tense/aspect morphology expands beyond prototype associations with inherent aspects of the verbs. We hypothesized that - a iss- will develop later than - ko iss-, but that the development of -a iss- will precede or coincide with the expansion of - ko iss- marking for result state meaning. Cross-sectional data were collected from 120 learners of second language Korean using a sentence interpretation task and a guided picture description task. The results support our hypothesized acquisition route of imperfective markers, establishing dynamic durativity as the prototypical meaning of the Korean imperfective - ko iss- and suggesting individual variation in expanding the prototype. [ABSTRACT FROM AUTHOR]

Chapter 6 of the second volume of the "Language Learning" monograph series is presented. It explores how input and form-focused instruction affects the development of interlanguage tense-aspect systems. It determines whether targeted instruction affects learners' development of temporal expression. It provides an observational study of the impact of instruction on the interlanguage of tutored and untutored learners. It also explains how the instructional variable relates to other variables.

Chapter 3 of the second volume of the "Language Learning" monograph series is presented. It focuses on the morphological stage of the acquisition of temporal expression in second language (L2). It surveys literature on acquisition sequences in the acquisition of tense-aspect morphology in six different languages, each of which receives a brief grammatical sketch. It provides a longitudinal investigation of the development of morphology related to how the past is expressed in English.

Chapter 1 of the second volume of the "Language Learning" monograph series is presented. It introduces a study of how time talk is acquired in second language (L2) research. It takes into account the ground-breaking research on tense-aspect morphology, which considers the occurrence of the grammatical morphemes in interlanguage. It also covers succeeding investigations on form-meaning associations within the developing system of temporal expression.

Chapter 5 of the second volume of the "Language Learning" monograph series is presented. It focuses on the interlanguage discourse hypothesis in second language (L2) learning. It takes into account the interlanguage narrative structure and its impact on how tense-aspect morphology is distributed. It surveys studies of L2 narrative, and how its influence along with lexical aspect produces observed patterns of development.

Chapter 4 of the second volume of the "Language Learning" monograph series is presented. It presents a theory-driven exploration of how tense-aspect morphology is acquired. It discusses how the aspect hypothesis for first and second language (L2) acquisition is formed. It outlines scope of research methodology used in L2 studies. It explains the categories of lexical aspect and reviews the verbal morphology associated with grammatical aspect of the target languages.

Tense-Aspect Morphology in European Languages, p.96. Tense-Aspect Morphology Related to Past in English, p.104. The Acquisition of Tense-Aspect Morphology, p.111. Longitudinal Studies of the Acquisition of Tense-Aspect Morphology, p.114. Cross-Sectional Studies of the Acquisition of Tense-Aspect Morphology, p.120. A Study of the Emergence of Tense-Aspect Morphology Related to Past in English, p.126. Method, p.127. Analysis and Results, p.138. Comparing Meaning-Oriented and Form-Oriented Approaches, p.184. Chapter Summary, p.186 [ABSTRACT FROM AUTHOR]

The Aspect Hypothesis, p.192. In Primary Language Acquisition, p.193. In Second Language Acquisition, p.195. Grammatical and Lexical Aspect, p.205. Investigations of the Aspect Hypothesis in Second Language Acquisition, p.227. The Spread of Perfective Past, p.228. The Spread of Imperfective Past, p.234. The Spread of Progressive, p.237. Overgeneralization of Progressive in States, p.238. Sample Study: The Distribution of Verbal Morphology in Learner Narratives, p.239. Assessing the Influence of Lexical Aspect, p.251. Challenges to the Aspect Hypothesis, p.265. Chapter Summary, p.272 [ABSTRACT FROM AUTHOR]