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In:Tense and Aspect in Second Language Acquisition and Learner Corpus Research
Edited by Robert Fuchs and Valentin Werner
[Benjamins Current Topics 108] 2020
► pp. 159–161

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Index

Published online: 1 July 2020
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https://doi.org/10.1075/bct.108.index

A

  • Advanced learners 7, 14–15, 23, 33, 40, 46, 53–54, 58–59, 71–72, 117, 139
  • Aktionsart 5–10, 31, 55, 84, 86, 91–96, 99–101, 105, 111–116, 118–121, 123–125, 127–128, 136, 138–140, 142, 152–155
    • Accomplishment 6, 91–92, 99–100, 105, 113–115, 121, 123, 136, 139
    • Achievement 6, 31, 59, 91–92, 99–100, 105, 113–116, 121, 123, 127, 136, 139–140, 147, 149, 152–153
    • Activity 6, 55, 59, 91–92, 95, 97–98, 111–114, 124, 128, 139
    • State 6, 59, 66, 91–93, 99, 105, 111–116, 121, 123–124, 127–128, 136, 139, 153
    • Process 91–93, 95, 99
  • Alternation 10, 83–84, 86–89, 104, 107
  • American English (AmE) 25, 43, 58, 85, 88, 103–106
  • AntConc 63–64, 89
  • Aspect Hypothesis (AH) 5–12, 15, 26, 53, 55–57, 59, 64, 71–73, 99, 111–112, 114–118, 120, 122–123, 125, 127–128, 135–136, 139–140, 142

B

  • Black South African English (BSAE) 58, 87
  • British English (BrE) 28, 43, 85, 88, 103–104, 106

C

  • Cloze task 111, 115–116, 121–128
  • Cognition 2, 5
  • Collexeme analysis87see also Distinctive collexeme analysis
  • Collostructional strength 145, 148, 153
  • Complexity principle103
  • Constructional choice/variant 84, 88, 96, 99
  • Continuumsee ENL-ESL-EFL continuum, ESL-EFL continuum
  • Corpus of Dutch English (NL-CE) 86, 88–90, 98, 106
  • Correspondence analysis 87, 99
  • Cross-linguistic influence (CLI) 6–7, 10–12, 15, 31, 39, 42, 48, 54, 58, 60, 70, 72–73

D

  • Default Past Tense Hypothesis (DPTH) 5, 11–12, 139–140
  • Discourse functions 86–87, 100, 105
  • Discourse Hypothesis5
  • Distinctive collexeme analysis 141, 144, 148, 153
  • Distributional Bias Hypothesis (DBH) 5, 9, 57, 136, 140
  • Dutch English (NLE) 83, 85, 87–88, 99, 103, 105–106
  • Dynamic Model of Postcolonial Englishes88

E

  • English as a Foreign Language (EFL) 7–8, 10–12, 25–30, 32, 34, 42, 47–49, 53, 57–59, 72–74, 83, 85–88, 93–94, 104–106, 111–112, 115–116, 118–120, 125, 127–128
  • English as a Native Language (ENL) 25–27, 40, 48, 85–88, 93–94, 104–106
  • English as a Second Language (ESL) 10, 12, 25–26, 28, 30, 32, 34, 40, 42, 47, 48, 53, 58–59, 72–73, 83, 85–88, 93–94, 99, 104–106, 115, 118–120
  • ENL-ESL-EFL continuum 4, 84–86, 89, 103–104, 106
  • ESL-EFL continuum 15, 16, 24–28, 30, 32–33, 36, 38, 42, 47–48, 58, 83
  • Experimental research/studies 13, 60–61
    • Experimental methods 15, 61
    • Experimental tasks154
    • Experimental data 8, 12
  • Exposure to target language24

F

  • Futurate use/function of the English progressive 24, 26, 30–33, 35–36, 40–44, 46–48

G

  • Generalized linear model94
  • Genre 83, 86–89, 91, 93–96, 99–103, 105–106
    • Genre effects 86, 105
    • Genre variationsee Variation
    • Written genres 84–85, 87, 90, 96, 105 ; see also Writing

H

  • Habitual use of the English progressive 25–26, 34–35, 40–41, 65–66, 83

I

  • International Corpus of Crosslinguistic Interlanguage (ICCI) 14, 62, 64–66, 68–70
  • International Corpus of English (ICE) 43, 86, 88–90, 92–94, 98
  • International Corpus of Learner English (ICLE) 24, 33, 39, 54, 61
  • Imperfect 10, 117, 135–140, 142–154
  • Imperfective 6, 31, 39–40, 55–56, 59, 112–114, 138, 140, 154
  • Imperfective Paradox92
  • Indian English (IndE) 85, 88
  • Institutionalized second language85

L

  • L1 influencesee Cross-linguistic influence (CLI)
  • Learner English(es) 25–26, 48, 57, 84–87
  • Lexical aspectsee Aktionsart
  • Louvain International Database of Spoken English Interlanguage (LINDSEI) 23–25, 27–29, 31–35, 37–38, 40–49, 54, 130

M

  • Modal, modality 65, 83–86, 91, 93–96, 99, 101–105
  • Modal use of progressives 102–105
  • Monofactorial analysis 86–87
  • Morphological regularity 122, 125–126, 128
  • Multifactorial 84, 86
    • Multifactorial analysis 83, 85, 104
    • Multifactorial approach(es) 85–86, 104
    • Multifactorial regression93
  • Multivariate approaches3
    • Multivariate analysis 12, 15
    • Multivariate methods13
    • Multivariate studies8
    • Multivariate statistical techniques10

N

  • Narrative 36, 101, 116, 118–128
    • Personal narrative 7–8, 111, 115–116, 118, 121–123, 125, 140, 142
  • Native English 11, 24, 32, 42–43, 83, 85
  • Native speaker 7, 9, 13, 15, 26, 36, 38, 41, 43, 45–46, 57, 65, 122, 136, 140
  • NL-CEsee Corpus of Dutch English
  • NLEsee Dutch English
  • Non-native English(es) 26, 48, 87, 106
  • Non-native speakers 25–26, 34
  • Non-native varieties 4, 65, 88

O

  • Open Science Framework (OSF)14

P

  • Perfective 6, 11, 31, 55–56, 59, 111, 113–115, 123, 127, 135, 138
  • Phonological Saliency Hypothesis (PSH) 9, 112, 117–118, 120, 122, 125–128
  • Preteritsee Imperfect
  • Processsee Aktionsart
  • Proficiency in L2/English 7, 11, 13–14, 31, 33, 38–39, 49, 57, 59, 62, 71–72, 111, 117, 119–129, 140
  • Psycholinguistics
    • Psycholinguistic factors 5, 8, 112
    • Psycholinguistic methods15

R

  • Regression modeling/regression(-based) analysis 13, 66–67, 69, 83, 87–88, 93–98, 103–104, 106

S

  • Semantic 7, 84, 86–87, 115
    • (Inherent) semantic aspect 6, 11, 55–56, 135 ; see also Aktionsart
    • Lexical semantics 5, 111, 123, 127
    • Semantic analysis 34–35, 40, 42, 46
    • Semantic classification/taxonomy 34–35, 40
    • Semantic distribution34
    • Semantic domain 84–87, 91, 93–99, 105
    • Semantic features 84, 93, 113
    • Semantic functions/uses 23, 35–36, 40–41, 47, 86, 98–99
    • Semantic property 91–92, 127, 138–139 ; see also Aktionsart
    • Semantic range23
    • Semantic restrictions 9, 74, 104, 127
    • Semantic scope 11, 33
  • Singapore English/Singaporean English (SgE) 85, 88, 106
  • Spanish 4, 10–11, 16, 56, 59, 63, 69–70, 112, 115–118, 135–140, 142–145, 151–155
  • Statesee Aktionsart
  • Stative use of the English progressive 13–14, 25–26, 34–35, 40–41, 53, 56–74, 83
  • Stay abroad48
  • Subjective use/function of the English progressive 24, 26, 30–33, 35–36, 40–44, 46–48, 83

T

  • Task variation 111, 116, 120, 123, 129
  • Teaching methods32
  • Transfersee Cross-linguistic influence (CLI)

U

  • Usage-based approaches 5, 8, 10, 71, 86–87, 112, 128, 136–137

V

  • Variation 3–4, 23, 25, 27, 33, 36, 39–40, 46–49, 74, 85, 99, 102–103, 105–106, 144
    • Change and variation 24–26, 47
    • Cross-variety variation 85, 99
    • Dialectal variation 53, 61
    • Genre variation 87, 89, 100
    • Intra-corpus variation 23, 27, 37
  • Variationist approach84
  • Variety 4, 10, 12, 15–16, 24–26, 34, 40, 48, 58, 65, 72–73, 83, 86–89, 91, 93–96, 103–106, 112, 129, 135
  • Voice 84–86, 91, 93–96, 99, 103, 105, 144

W

  • World Englishes 25, 83, 85, 88–89
  • Writing 26, 54, 65, 74, 89, 100, 130
    • Academic writing 89, 99–101, 105
    • Correspondence 89, 101–102
    • Creative writing 89, 99, 102, 105
    • Instructional writing 89, 99–102
    • Popular writing 89, 95
    • Press/newspaper writing/press-editorials 89, 101–102
    • Student writing 87, 89, 99–101, 105–106
    • Writing contexts 86, 100, 105–106
    • Learner writing 53, 65, 70, 73 ; see also International Corpus of Learner English (ICLE)

Z

  • Zipfian distribution/Zipf’s law 9, 135, 137, 141–143, 147, 150, 152
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