| Summary: | In part due to the significant influence of Andersen's Lexical Aspect Hypothesis, research on the L2 acquisition of tense and aspect has focused primarily on the construct of aspect representative of the beginning and intermediate stages of acquisition. In the present article, I review the significance of two recent developments in the study of aspectual knowledge: the expansive view of recent research proposals (e.g., shifted effect of lexical aspect toward intermediate and advanced stages), and the focus on specific sub-constructs that provide a more precise target to assess ultimate attainment (e.g., iterativity versus habituality). I argue that the relevance of advanced stages of development of aspect is central to the analysis of L2 aspectual knowledge. To that effect, the objective of future studies needs to incorporate the explicit description of the connection between lexical aspect and viewpoint aspect
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