The progressive aspect in the Netherlands and the ESL/EFL continuum

Edwards, A. W. F.

doi:10.1111/weng.12080

Cited by 50 publications

(25 citation statements)

References 58 publications

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“…Hence, with regard to the usage of the progressive form, learner Englishes do not emerge as categorically different from second language varieties. Overall, the results of this study support the notion of a continuum between learner English and second language varieties (Gilquin & Granger ; Edwards , ). The finding that Finnish and Swedish learners have adopted the new non‐aspectual functions of the progressive due to extensive informal exposure to English is illustrative of the development that second language‐like environments are emerging in countries of the Expanding Circle (Edwards ; Laitinen & Levin ).…”

Section: Resultssupporting

confidence: 86%

“…Studies by Edwards (, ) and Laitinen and Levin () show that it is too early to conclude that foreign language learners/users do not extend the progressive to new contexts (Hundt & Vogel ). Most of the earlier studies that have found foreign language learners to stick to prototypical uses of the progressive have been limited to written data by learners with non‐aspect L1s (German, Swedish, Finnish) and with relatively advanced levels of English proficiency.…”

Section: The Progressive Form As An Object Of Studymentioning

confidence: 99%

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The progressive form in learner Englishes: Examining variation across corpora

Meriläinen

2017

World Englishes

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This article examines the English progressive form and its functions in learner English, thereby addressing the call by Mukherjee and Hundt (2011) to bring Expanding Circle Englishes and the parallels between English as a foreign language (EFL) and English as a second language (ESL) onto the agenda of English linguistics. By comparing the frequencies and functions of the progressive form in corpus data from different types of learners, this study investigates the variation induced by L1‐influence, mode of communication, proficiency differences and differing degrees of exposure to English. The results reveal similarities between learner English and both second language and native language Englishes, and support the notion of a continuum between learner English and second language varieties of English.

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Section: Resultssupporting

confidence: 86%

Section: The Progressive Form As An Object Of Studymentioning

confidence: 99%

The progressive form in learner Englishes: Examining variation across corpora

Meriläinen

2017

World Englishes

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“…EFL has features in terms of lexis, grammar and pronunciation that are different from English as spoken in Inner Circle countries, that is, "the traditional cultural and linguistic bases of English" (Kachru, 1992, p. 356), such as Australia, the UK and the USA. For instance, Edwards (2014) shows that Dutch non-native speakers of English use the progressive aspect for stative verbs where Inner Circle speakers would use simple tenses. Such deviations from Inner Circle norms are traditionally regarded as second language (L2) errors (Bartsch, 1987, as cited in Hamid & Baldauf, 2013; see also Edwards, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…For instance, Edwards (2014) shows that Dutch non-native speakers of English use the progressive aspect for stative verbs where Inner Circle speakers would use simple tenses. Such deviations from Inner Circle norms are traditionally regarded as second language (L2) errors (Bartsch, 1987, as cited in Hamid & Baldauf, 2013; see also Edwards, 2014).…”

Section: Introductionmentioning

confidence: 99%

Do Errors Matter? The effects of actual and perceived L2 English errors in writing on native and non-native English speakers’ evaluations of the text, the writer and the persuasiveness of the text

Planken¹,

Meurs²,

Maria³

2018

IJELT

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Building on studies of L1 error effects in writing, the present study aimed to gain further insight into thecommunicative consequences of actual and perceived L2 errors in writing by investigating their effects beyond theevaluation of text quality. No studies of L2 writing would appear to have investigated the impact of errors onperception of the author and communicative outcomes. We investigated the effect of L2 English errors in persuasivewriting on native and non-native English speakers’ evaluation of the text, of the author, and of the persuasiveness ofthe text. Selected, authentic, errors from a corpus of petitions written in English by Dutch native speakers wereincluded in a stimulus text. Two versions of the text were presented to (non-teacher) participants in a 2 (errors vs. noerrors) by 2 (native vs. non-native judges) between-subject experimental design. It was found that, while actual errorhad no effect on the participants’ evaluation of the text, the author, or the persuasiveness of the text, perceived error(that is, if participants thought the text contained errors) had a significant negative effect on text attractiveness andthe author’s trustworthiness, friendliness and competence. Thus, the findings would suggest that perceived errorplays an important role in how non-teacher judges evaluate a text and its author, and, more generally, that suchjudges would seem to use their own standards of correctness against which to judge writing and the writer, regardlessof whether the judges are native or non-native speakers.

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“…2011, Edwards and Laporte 2015, Gilquin 2015, Gries and Deshors 2015. Therefore, studies such as Deshors (2014), Edwards (2014Edwards ( , 2016 and Gilquin and Granger (2011) have called into question the traditionally assumed divide between EFL and ESL by showing that it is not necessarily clear-cut. For instance, Deshors (2014: 298) concludes that "within the EFL-ESL continuum, individual world and learner variants are intermingled rather than grouped together according to 'type' and positioned distinctively closer or further away from the native variant".…”

Section: Introductionmentioning

confidence: 99%

Revisiting the ENL-ESL-EFL continuum: A multifactorial approach to grammatical aspect in spoken Englishes

2018

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This study focuses on the progressive vs. non-progressive alternation to revisit the debate on the ENL-ESL-EFL continuum (i.e. whether native (ENL) and nonnative (ESL/EFL) Englishes are dichotomous types of English or form a gradient continuum). While progressive marking is traditionally studied independently of its unmarked counterpart, we examine (i) how the grammatical contexts of both constructions systematically affect speakers’ constructional choices in ENL (American, British), ESL (Indian, Nigerian and Singaporean) and EFL (Finnish, French and Polish learner Englishes) and (ii) what light speakers’ varying constructional choices bring to the continuum debate. Methodologically, we use a clustering technique to group together individual varieties of English (i.e. to identify similarities and differences between those varieties) based on linguistic contextual features such as AKTIONSART, ANIMACY, SEMANTIC DOMAIN (of aspect-bearing lexical verb), TENSE, MODALITY and VOICE to assess the validity of the ENL-ESL-EFL classification for our data. Then, we conduct a logistic regression analysis (based on lemmas observed in both progressive and non-progressive constructions) to explore how grammatical contexts influence speakers’ constructional choices differently across English types. While, overall, our cluster analysis supports the ENL-ESL-EFL classification as a useful theoretical framework to explore cross-variety variation, the regression shows that, when we start digging into the specific linguistic contexts of (non-)progressive constructions, this classification does not systematically transpire in the data in a uniform manner. Ultimately, by including more than one statistical technique into their exploration of the continuum, scholars could avoid potential methodological biases.

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The progressive aspect in the Netherlands and the ESL/EFL continuum

Cited by 50 publications

References 58 publications

The progressive form in learner Englishes: Examining variation across corpora

The progressive form in learner Englishes: Examining variation across corpora

Do Errors Matter? The effects of actual and perceived L2 English errors in writing on native and non-native English speakers’ evaluations of the text, the writer and the persuasiveness of the text

Revisiting the ENL-ESL-EFL continuum: A multifactorial approach to grammatical aspect in spoken Englishes

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