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Article published In: Tense and aspect in Second Language Acquisition and Learner Corpus Research:
Edited by Robert Fuchs and Valentin Werner
[International Journal of Learner Corpus Research 4:2] 2018
► pp. 164–194

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The progressive form and its functions in spoken learner English

Tracing the effects of an exposure-rich learning environment

 | University of Eastern Finland
Published online: 27 August 2018
DOI logo with link
https://doi.org/10.1075/ijlcr.17002.mer
Abstract
Present-day English manifests ongoing changes in the frequency and semantic range of the progressive form, which presents a challenge for foreign language learners. This study examines the frequencies and semantic functions of the progressive in the Louvain International Database of Spoken English Interlanguage with the aim of finding out to what extent learners are adopting the ongoing changes. This study analyses the effects of an exposure-rich learning environment by comparing learners from countries where English is used in varying degrees outside formal educational contexts and by examining intra-corpus variation between learners who have vs. have not spent time in English-speaking countries. The results reveal that exposure to English in the home country explains some of the variation in the progressive frequencies, but most of all it shows in the extent to which the learners have adopted its new semantic uses. By contrast, stay in English-speaking countries was not found to be an influential variable for all learner groups.
Article outline
  • 1.Introduction
  • 2.The progressive form and the ESL-EFL continuum
  • 3.Data, research questions, and methods
    • 3.1Constructing the ESL-EFL continuum
    • 3.2Research questions
    • 3.3Assessing the impact of other variables
    • 3.4Methodology
  • 4.Results
    • 4.1Variation in the frequencies of the progressive form
    • 4.2Variation in the semantic functions of the progressive form
    • 4.3Effect of stay in English-speaking countries
  • 5.Conclusion
  • Acknowledgements
  • Notes
  • References
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