Early research on the Aspect Hypothesis yielded a rigid developmental sequence for the acquisition of grammatical aspect, in which developing L2 learners applied morphemes to mark aspect in accordance with the inherent lexical aspect of verbal prototypes. While studies from a variety of L2 backgrounds have amassed evidence for this hypothesis, some recent research has questioned its generalizability (i.e. Comajoan, 2005; Izquierdo & Collins, 2008; Liskin-Gasparro, 2000; Lopez-Ortega, McManus, 2013; Salaberry, 2011). The present analysis of literature reviews the key tenets of the Aspect Hypothesis in order to examine how subsequent studies have demonstrated that L1 influence, syntactic similarities between L1 and L2, the role of inherent lexical aspect, and the use of pedagogical materials in classroom-based instruction may have implications for its accuracy in predicting learners’ use of temporal morphology. Such implications may affect the degree of accuracy with which this model predicts the acquisition of aspectual morphology in L2 learners, principally at early and advanced stages of proficiency. Lastly, this critical analysis identifies potential directions for future research that would strengthen or modify the recent claims that question the predictive accuracy of the Aspect Hypothesis.

中文翻译：

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方面假说的现状：批判性的视角

早期关于方面假设的研究为语法方面的获取提供了一个僵化的发展顺序，其中发展中的二语学习者根据语言原型的固有词汇方面，应用语素来标记方面。虽然来自各种L2背景的研究已经为该假设提供了证据，但最近的一些研究对其可推广性提出了质疑（即Comajoan，2005； Izquierdo＆Collins，2008； Liskin-Gasparro，2000； Lopez-Ortega，McManus，2013； Salaberry， 2011）。本文献的当前分析回顾了方面假设的主要原则，以检查后续研究如何证明L1影响，L1和L2之间的句法相似性，固有词汇方面的作用，并且在课堂教学中使用教学材料可能会影响其在预测学习者对时间形态学的使用中的准确性。这些暗示可能会影响该模型预测L2学习者主要在熟练程度的高级阶段获得方面形态学的准确性的程度。最后，这一批判性分析确定了未来研究的潜在方向，这些方向可能会加强或修改质疑方面假设的预测准确性的最新主张。