Exploring the Acquisition of Progressive Forms in Albanian ESL Learners (The Acquisition of Progressive Forms in Albanian ESL Learners)

Këpuska, Arta

doi:10.2478/seeur-2024-0019

Abstract

This study examines how Albanian adult learners of English as a Second Language (ESL) acquire the progressive aspect, using the Aspect Hypothesis (AH) as the theoretical framework. The AH posits that the aspectual characteristics of verbs shape the acquisition of tense-aspect distinctions. The research aims to determine whether these learners follow universal developmental patterns in acquiring the progressive form. Data was collected from written tasks completed by Albanian undergraduate students (years 1-3). The analysis shows that while learners’ use of the progressive marker "-ing" largely aligns with AH predictions, there are notable deviations, particularly the overextension of the marker to stative verbs. Learners predominantly use the progressive with activities, with limited and sporadic application to achievements and accomplishments, reflecting incomplete acquisition. These findings provide new insights into the application of the Aspect Hypothesis for Albanian learners and offer valuable recommendations for refining teaching methods and curriculum design in ESL education.

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Exploring the Acquisition of Progressive Forms in Albanian ESL Learners (The Acquisition of Progressive Forms in Albanian ESL Learners)

Abstract

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