In this paper, peer-response is regarded as an activity for revising essays, in which feedback is given from the reader's perspective. The research question is to see how peer-response influences the self-revision of intermediate students.

　Using the average scores for the revised essays as an indicator, I compared the peer-response group with the teacher feedback group in terms of the totals for the six assignments and the increase observed between the first and the sixth scores (students revised on their own for the first and sixth assignments).

　The results suggest that peer-response worked on the contents of the essays, while teacher feedback worked on forms of the Japanese expressions used in the essays. In the self-revised assignments, peer-response had an effective influence on the contents without a negative effect on forms; on the other hand teacher feedback showed less effect on forms. This means the influence of peer-response is more effective in the self-revision and suggests that it is hard for teacher feedback to be internalized.

　The Aspect Hypothesis is verified in both the first (LI) and second (L2) language acquisitions of various languages, and is taken to be highly universal. According to the Aspect Hypothesis, the ta-form is mostly used with achievement verbs, and the tei-form is mostly used with activity verbs. After that, these forms gradually extend to other types of verbs. This article reports the results of quantitative and descriptive analysis of a longitudinal study of the natural utterances of an English-speaking infant in nursery school, whose second language is Japanese, to clarify verb type usage tendencies of the ta-form and tei-form. The results are as follows: the ta-form is predominantly used with achievement verbs, and the tei-form with activity verbs during the early stages of acquisition. Furthermore, the tei-form extends to other types of verbs. These results indicate that the inherent aspects of verbs influence the acquisition of the ta-form and tei-form by the L2 infant. This article also suggests that the aspect expression is elaborated as the event segmentation is subdivided, and that verb acquisition proceeds from verbs with a wide semantic range to verbs with limited and more concrete meanings.