Efectos de la intervención didáctica en la adquisición de las distinciones aspectuales de la lengua francesa

Abstract

A cross-sectional study with eight groups of Mexican university students at two different levels of French as a foreign language was carried out in order to analyze the development of temporality in the past tense and the role of instruction in the acquisition of aspectual distinctions. Quantitative data analyses showed a relationship between type of instruction; verb forms and proficiency level. Qualitative analyses of narratives produced in French show an influence of instruction and a negative influence of the native language in the earliest stages of French aspectual acquisition.