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Abstrakt

L1 English speakers learning Mandarin Chinese as a second language have
many difficulties with mastering the perfective aspectual marker -LE. It has been
suggested that this difficulty is due to the way in which some teachers, curricula,
and textbooks present the aspectual particle -LE. As reported by Ma (2006),
instructional materials incorrectly present -LE as the equivalent of the English
past tense, or they fail to make an explicit comparison between these grammatical
elements in order to clearly establish the similarities and differences between them.
An additional factor that has not been explored in previous L2 studies is the way in
which the context of learning influences the acquisition of the perfective marker
-LE. The present study investigates the L2 acquisition of -LE by English native
speakers at the college level in two different settings: a study abroad program in
Beijing, China, and a classroom-based language program in a university in Los
Angeles, California. The interaction of L1 transfer and context of L2 learning is
also investigated.





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