Input Enhancement in the EFL Learning of Present Perfect and the Lexical Aspect

다국어 초록 (Multilingual Abstract)

This paper investigates the classroom learning of English present perfect among 62 adult Korean learners. In particular, the study examined the effect of visual input enhancement and its relations to the lexical aspect of verbal predicates. The results showed that visual input enhancement had a positive role in that learners showed learning effect over the treatment period. In addition, learners' development of the target structure was dependent on the lexical aspect of verbs/verb predicates. Specifically, input enhancement effect was more prominently observed in telics than in activities and states. The findings are insightful in that not all structures are amenable to a similar amount of input enhancement and even those within a single grammatical category, effects of input enhancement may vary.

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