| Abstrakt: |
ESL learners often show great variation in article use. This study proposes that article use can be improved if the semantic feature (non)boundedness is introduced into ELT. This study argues that articles carry highly relevant information that is crucial, together with a number of other elements, for the signalling of aspectual values in English. It is argued that the signalling of aspectual values is the primary role of articles and that if ESL learners receive instruction on this role, they may learn how to signal aspectual values correctly, but also improve their article use thanks to a greater awareness of articles. The paper reports on an experiment conducted to test ESL learners' response to such instruction and concludes that incorporating (non)boundedness into ESL instruction is both reasonable and necessary. [ABSTRACT FROM AUTHOR] |
