The Particulars on Universals: A Comparison of the Acquisition of Tense-Aspect Morphology among Japanese- and French-Speaking Learners of English
Bibliographic record
Abstract
This study investigated the relationship between L1 and the developmental sequences for the acquisition of temporal morphology that are predicted by the aspect hypothesis. The use of tense-aspect markers in 7,784 past contexts by 139 Japanese- and French-speaking ESL learners was analyzed. A repeated measures ANOVA supported the predictions of the aspect hypothesis. For both L1 groups, the marking of past spread from achievements and accomplishments (telics) through activities to statives, and the preferred non-past responses for statives and activities were present and progressive, respectively. The magnitude, rather than the direction, of the lexical aspect effect with achievements was the only significant L1 difference. The results lend support to the hypothesis that the influence of lexical aspect on the acquisition of grammatical morphology is a language learning universal. They are also consistent with research on other linguistic features in which selective influence of L1 on developmental sequences has been observed.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".