Chapter published 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. 53–82

The use of stative progressives by school-age learners of English and the importance of the variable context

Myth vs. (corpus) reality

| University of Hamburg
| University of Bamberg
Previous studies indicate that even Advanced learners of English as a Foreign Language and speakers of English as a Second Language extend the progressive to stative verbs, contrary to the predictions of the Aspect Hypothesis (AH). We test this claim based on a corpus of beginning and lower intermediate learner writing produced by speakers of three languages with and three without a progressive. In contrast to previous studies, we measure the frequency of stative progressives using the variable context method, which is frequently used in research on dialectal variation. Results reveal that stative progressives are very rare at the beginning/lower intermediate level, regardless of the presence of a progressive in the learners’ L1, confirming the claim of the AH for beginning and lower intermediate learners. Moreover, stative progressives mostly occur in contexts that are grammatical in native usage, especially in the interlanguage of learners with a progressive in their L1.
Keywords: stative progressive, aspect, aspect hypothesis, ICCI, L1 transfer
Article outline
  • 1.Introduction
    • 1.1The Aspect Hypothesis
    • 1.2Previous research on the English progressive and its use in stative contexts
    • 1.3Research question(s)
  • 2.The variable context in research on the English progressive
  • 3.Data and methods
  • 4.Results
  • 5.Discussion
  • 6.Conclusion
  • Acknowledgements
  • Notes
  • References
Published online: 01 July 2020
https://doi.org/10.1075/bct.108.ijlcr.17010.fuc
References
Aaron, J. E.
(2010) Pushing the envelope: Looking beyond the variable context, Language Variation and Change, 22(1), 1–36. CrossrefGoogle Scholar
Aarts, B., Close, J., & Wallis, S.
(2010) Recent changes in the use of the progressive construction in English. In B. Cappelle & N. Wada (Eds.), Distinctions in English grammar (pp. 148–167). Tokyo: Kaitakusha.Google Scholar
Ahmadi, N.
(2016) The effects and effectiveness of contrastive form-focused instruction on mastering tense-aspect. Vigo International Journal of Applied Linguistics, 13, 9–30.Google Scholar
Andersen, R.
(1991) Developmental sequences: The emergence of aspect marking in second language acquisition. In T. Huebner & C. A. Ferguson (Eds.), Crosscurrents in Second Language Acquisition and linguistic theories (pp. 305–324). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Andersen, R. & Shirai, Y.
(1994) Discourse motivations for some cognitive acquisition principles. Studies in Second Language Acquisition, 16(2), 133–156. CrossrefGoogle Scholar
Anderwald, L.
(2016)  I’m loving it: Marketing ploy or language change in progress? Studia Neophilologica, 13(1), 1–21. CrossrefGoogle Scholar
Anthony, L.
(2014) AntConc (3.4.1). Tokyo: Waseda University.Google Scholar
Axelsson, M. & Hahn, A.
(2001) The use of the progressive in Swedish and German advanced learner English – a corpus-based study. ICAME Journal, 25, 5–30.Google Scholar
Ayoun, D. & Salaberry, M. R.
(2008) Acquisition of English tense-aspect morphology by advanced French instructed learners. Language Learning, 58(3), 555–595. CrossrefGoogle Scholar
Bailey, N., Madden, C., & Krashen, S. D.
(1974) Is there a ‘natural sequence’ in adult second language learning? Language Learning, 24(2), 235–243. CrossrefGoogle Scholar
Balasubramanian, C.
(2009) Register variation in Indian English. Amsterdam: John Benjamins. CrossrefGoogle Scholar
Bardovi-Harlig, K.
(1998) Narrative structure and lexical aspect: Conspiring factors in second language acquisition of tense-aspect morphology. Studies in Second Language Acquisition, 20(4), 471–508. CrossrefGoogle Scholar
(2000) Tense and aspect in Second Language Acquisition. Form, meaning and use. Oxford: Blackwell.Google Scholar
(2012a) After process, then what? A longitudinal investigation of the progressive prototype in L2 English. In I. Saddour & E. Labeau (Eds.), Tense, aspect and mood in First and Second Language Acquisition (pp. 131–151). New York: Rodopi. CrossrefGoogle Scholar
(2012b) Second language acquisition. In R. Binnick (Ed.), Handbook of tense and aspect (pp. 481–503). Oxford: Oxford University Press. Google Scholar
Bardovi-Harlig, K., & Bergström, A.
(1996) Acquisition of tense and aspect in second language and foreign language learning: Learner narratives in ESL and EFL. Canadian Modern Language Review, 52(2), 308–330. CrossrefGoogle Scholar
Bardovi-Harlig, K. & Reynolds, D. W.
(1995) The role of lexical aspect in the acquisition of tense and aspect. TESOL Quarterly, 29(1), 107–131. CrossrefGoogle Scholar
Bates, D., Maechler, M., Bolker, B., & Walker, S.
(2014) lme4: Linear mixed-effects models using Eigen and S4. R package version 1.1–7. Retrieved from http://​CRAN​.R​-project​.org​/package​=lme4
Bayley, R.
(2013) Data analysis: Quantitative approaches. In M. R. Salaberry & L. Comajoan (Eds.), Research design and methodology in studies on L2 tense and aspect (pp. 357–389). Berlin: Mouton de Gruyter. CrossrefGoogle Scholar
Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E.
(1999) Longman grammar of spoken and written English. Harlow: Longman.Google Scholar
Boneh, N.
(2013) Aspect: Modern Hebrew. In G. Khan (Ed.), Encyclopedia of Hebrew language and linguistics (pp. 205–218). Leiden: Brill.Google Scholar
Brezina, V., Gablasova, D., & McEnery, T.
(2019)  Corpus-based approaches to spoken L2 production. Evidence from the Trinity Lancaster Corpus . Special issue of the International Journal of Learner Corpus Research, 5(2). CrossrefGoogle Scholar
Brisard, F. & De Wit, A.
(2013) Modal uses of the English present progressive. In J. I. Marin-Arrese, M. Carretero, J. Arús Hita, & J. van der Auwera (Eds.), English modality. Core, periphery and evidentiality (pp. 201–220). Berlin: Mouton de Gruyter. CrossrefGoogle Scholar
Chan, H. L.
(2012) Tense-aspect processing in second language learners. PhD thesis. Pittsburgh: University of Pittsburgh.Google Scholar
Chan, H. L., Finberg, J., Costello, W., & Shirai, Y.
(2012) L2 acquisition of tense-aspect morphology: Lexical aspect, morphological regularity, and transfer. In L. Filipovic & K. M. Jaszczolt (Eds.), Space and time in languages and cultures. Linguistic diversity (pp. 181–204). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Collins, L.
(2002) The role of L1 influence and lexical aspect in the acquisition of temporal morphology. Language Learning, 52(1), 43–94. CrossrefGoogle Scholar
Comajoan, L.
(2006) The Aspect Hypothesis: Development of morphology and appropriateness of use. Language Learning, 56(2), 201–268. CrossrefGoogle Scholar
Deshors, S. & Rautionaho, P.
(2018) The progressive vs. non-progressive alternation: A semantic exploration across World Englishes. English World-Wide, 39(3). CrossrefGoogle Scholar
Dose-Heidelmayer, S. & Götz, S.
(2016) The progressive in spoken learner language: A corpus-based analysis of use and misuse. International Review of Applied Linguistics in Language Teaching, 54(3), 229–256. CrossrefGoogle Scholar
Dowty, D. R.
(1975) The stative in the progressive and other essence/accident contrasts. Linguistic Inquiry, 6(4), 579–588.Google Scholar
Dryer, M. S. & Haspelmath, M.
(Eds.) (2013) The World Atlas of Language Structures Online. Leipzig: Max Planck Institute for Evolutionary Anthropology. Available at http://​wals​.info
Dulay, H. C. & Burt, M. K.
(1974) Natural sequences in child second language acquisition. Language Learning, 24(1), 37–53. CrossrefGoogle Scholar
Edwards, A.
(2014) The progressive aspect in the Netherlands and the ESL/EFL continuum. World Englishes, 33(2), 173–194. CrossrefGoogle Scholar
Ellis, N. C.
(2008) Usage-based and form-focused language acquisition: The associative learning of constructions, learned attention, and the limited L2 endstate. In P. J. Robinson & N. C. Ellis (Eds.), Handbook of Cognitive Linguistics and Second Language Acquisition. New York: Routledge, 372–405.Google Scholar
Ellis, R.
(2008) The study of Second Language Acquisition. Oxford: Oxford University Press.Google Scholar
(2015) Researching acquisition sequences: Idealization and de-idealization in SLA, Language Learning, 65(1), 181–209. CrossrefGoogle Scholar
Ellis, R. & Barkhuizen, G. P.
(2005) Analysing learner language. Oxford: Oxford University Press.Google Scholar
Fuchs, R., Götz, S., & Werner, V.
(2016) The present perfect in learner Englishes: A corpus-based case study on L1 German intermediate and advanced speech and writing. In V. Werner, E. Seoane, & C. Suárez-Gómez (Eds.), Re-Assessing the present perfect (pp. 297–338). Berlin: Mouton de Gruyter. CrossrefGoogle Scholar
Fuchs, R. & Gut, U.
(2015) An apparent time study of the progressive in Nigerian English. In P. Collins (Ed.), Grammatical change in English world-wide (pp. 373–387). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Gablasova, D. & Brezina, V.
(2015) Does speaker role affect the choice of epistemic adverbials in L2 speech? Evidence from the Trinity Lancaster Corpus. In J. Romero-Trillo (Ed.), Yearbook of corpus linguistics and pragmatics 2015. Current approaches to discourse and translation studies (pp.117–136). Heidelberg: Springer. CrossrefGoogle Scholar
Garside, R. & Smith, N.
(1997) A hybrid grammatical tagger: CLAWS4. In R. Garside, G. Leech, & T. McEnery (Eds.), Corpus annotation. Linguistic information from computer text corpora (pp. 102–121). London: Longman.Google Scholar
Gass, S. & Ard, J.
(1984) Second language acquisition and the ontology of language universals. In W. E. Rutherford (Ed.), Language universals and Second Language Acquisition (pp. 33–68). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Giacalone Ramat, A.
(2002) How do learners acquire the classical three categories of temporality? Evidence from L2 Italian. In M. R. Salaberry & Y. Shirai (Eds.), Tense-aspect morphology in L2 acquisition (pp. 221–248). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Gilquin, G.
(2015) From design to collection of learner corpora. In S. Granger, G. Gilquin & F. Meunier (Eds.), The Cambridge handbook of Learner Corpus Research (pp. 9–34). Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Goldschneider, J. M. & DeKeyser, R. M.
(2001) Explaining the ‘natural order of L2 morpheme acquisition’ in English: A meta-analysis of multiple determinants. Language Learning, 51(1), 1–50. CrossrefGoogle Scholar
Granath, S. & Wherrity, M.
(2013) ‘I’m loving you – and knowing it too’: Aspect and so-called stative verbs. Rhesis. International Journal of Linguistics, Philology, and Literature, 4(1), 6–22.Google Scholar
Gries, S. T. & Wulff, S.
(2005) Do foreign language learners also have constructions? Evidence from priming, sorting, and corpora. Annual Review of Cognitive Linguistics, 3(1), 182–200. CrossrefGoogle Scholar
Gut, U. & Fuchs, R.
(2013) Progressive aspect in Nigerian English. Journal of English Linguistics, 41(3), 243–267. CrossrefGoogle Scholar
Gut, U., Fuchs, R., & Wunder, E. -M.
(Eds.) (2015) Universal or diverse paths to English phonology? Bridging the gap between research on phonological acquisition of English as a Second, Third or Foreign Language. Berlin: Mouton de GruyterGoogle Scholar
Hahn, A.
(2007) Learning and teaching processes. Teachers’ learning and teaching strategies for tense and aspect. Berlin: Langenscheidt.Google Scholar
Hilbert, M. & Krug, M.
(2012) Progressives in Maltese English: A comparison with spoken and written text types of British and American English. In U. Gut & M. Hundt (Eds.), Mapping unity and diversity world-wide. Corpus-based studies of New Englishes (pp. 103–136). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Housen, A.
(2000) Verb semantics and the acquisition of tense-aspect in L2 English. Studia Linguistica, 54(2), 249–259. CrossrefGoogle Scholar
(2002a) A corpus-based study of the L2-acquisition of the English verb system. In S. Granger, J. Hung, & S. Petch-Tyson (Eds.), Computer learner corpora, Second Language Acquisition, and foreign language teaching (pp. 77–116). Amsterdam: John Benjamins. CrossrefGoogle Scholar
(2002b) The development of tense-aspect in English as a second language and the variable influence of inherent aspect. In M. R. Salaberry & Y. Shirai (Eds.), The L2 acquisition of tense-aspect morphology (pp. 155–197). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Hulstijn, J. H., Ellis, R., & Eskildsen, S. W.
(2015) Orders and sequence in the acquisition of L2 morphosyntax, 40 years on. Language Learning, 65(1), 1–5. CrossrefGoogle Scholar
Hundt, M. & Vogel, K.
(2011) Overuse of the progressive in ESL and learner Englishes – fact or fiction? In J. Mukherjee & M. Hundt (Eds.), Exploring second-language varieties of English and learner Englishes. Bridging a paradigm gap (pp. 145–165). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Jarvis, S. & Pavlenko, A.
(2008) Crosslinguistic influence in language and cognition. London: Routledge. CrossrefGoogle Scholar
Kim, H. -J.
(2012) A case study of tense-aspect marking by L2 learners of Korean. In E. Labeau & I. Saddour (Eds.), Tense, apect and mood in First and Second Language Acquisition (pp. 153–177). Amsterdam: Rodopi.Google Scholar
Klein, W.
(1995) The acquisition of English. In R. Dietrich, W. Klein, & C. Noyau (Eds.), The acquisition of temporality in a second language (pp. 31–70). Amsterdam: John Benjamins. CrossrefGoogle Scholar
König, E. & Gast, V.
(2012) Understanding English-German contrasts. Berlin: Erich Schmidt.Google Scholar
Kortmann, B. & Lunkenheimer, K.
(Eds.) (2013) The Electronic World Atlas of Varieties of English. Leipzig: Max Planck Institute for Evolutionary Anthropology. Available at http://​ewave​-atlas​.org/
Kranich, S.
(2010) The progressive in modern English. A corpus-based study of grammaticalization and related changes. Amsterdam: Rodopi. CrossrefGoogle Scholar
Kruger, H. & Van Rooy, B.
(2017) Editorial practice and the progressive in Black South African English. World Englishes, 36(1), 20–41. CrossrefGoogle Scholar
Lee, S. -A.
(2015) Aktionsart, progressive aspect and underspecification. Linguistic Research, 32(1), 151–193. CrossrefGoogle Scholar
Leńko-Szymańska, A.
(2007) Past progressive or simple past? The acquisition of progressive aspect by Polish Advanced learners of English. In E. Hidalgo, L. Quereda, & J. Santana (Eds.), Corpora in the foreign language classroom (pp. 253–266). Amsterdam: Rodopi. CrossrefGoogle Scholar
Lenth, R. V. & Hervé, M.
(2015) lsmeans: Least-Squares Means. R package version 2.17. Retrieved from http://​CRAN​.R​-project​.org​/package​=lsmeans.
Levin, M.
(2013) The progressive verb in modern American English. In B. Aarts, J. Close, G. Leech, & S. Wallis (Eds.), The verb phrase in English. Investigating recent language change with corpora (pp. 187–216). Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Liszka, S. A.
(2015) The L2 acquisition of the English present simple – present progressive distinction: Verb-raising revisited. In D. Ayoun (Ed.), The acquisition of the present (pp. 57–86). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Mair, C.
(2012) Progressive and continuous aspect. In R. Binnick (Ed.), The Oxford Handbook of Tense and Aspect (pp. 803–827). Oxford: Oxford University Press.Google Scholar
McClure, W.
(1993) A semantic parameter: The progressive in Japanese and English. In S. Choi (Ed.), Japanese/Korean linguistics (pp. 254–270). Stanford: Stanford Linguistics Association.Google Scholar
McLaughlin, B.
(1990) Restructuring. Applied Linguistics, 11(2), 113–128. CrossrefGoogle Scholar
Meriläinen, L., Paulasto, H., & Rautionaho, P.
(2017) Extended uses of the progressive form in inner, outer and expanding circle Englishes. In M. Filppula, J. Klemola, A. Mauranen, & S. Vetchinnikova (Eds.), Changing English. Global and local perspectives (pp. 191–216). Berlin: Mouton de Gruyter. CrossrefGoogle Scholar
Mufwene, S. S.
(1984) Stativity and the progressive. Bloomington: Indiana University Linguistics Club.Google Scholar
Mukherjee, J. & Hundt, M.
(Eds.) (2011) Exploring second-language varieties of English and learner Englishes. Bridging a paradigm gap. Amsterdam: John Benjamins. CrossrefGoogle Scholar
Mukherjee, J. & Rohrbach, J. -M.
(2006) Rethinking applied corpus linguistics from a language-pedagogical perspective: New departures in learner corpus research. In B. Kettemann & G. Marko (Eds.), Planing, gluing and painting corpora. Inside the applied corpus linguist’s workshop (pp. 205–232). Frankfurt: Lang.Google Scholar
Ortega, L.
(2009) Understanding Second Language Acquisition. London: Hodder Arnold.Google Scholar
Pashler, H. & Harris, C. R.
(2012) Is the replicability crisis overblown? Three arguments examined. Perspectives on Psychological Science, 7(6), 531–536. CrossrefGoogle Scholar
Paulasto, H.
(2014) Extended uses of the progressive form in L1 and L2 Englishes. English World-Wide, 35(3), 247–276. CrossrefGoogle Scholar
Petré, P.
(2017) The extravagant progressive: An experimental corpus study on the history of emphatic [BE Ving]. English Language and Linguistics, 21(2), 227–250. CrossrefGoogle Scholar
Platt, J., Weber, H., & Ho, M. L.
(1984) The New Englishes. London: Routledge & Kegan Paul.Google Scholar
Poplack, S.
(1993) Variation theory and language contact. In D. Preston (Ed.), American dialect research (pp. 251–286), Amsterdam: John Benjamins. CrossrefGoogle Scholar
R Core Team
(2013) R. A Language and Environment for Statistical Computing. Vienna: R Foundation for Statistical Computing. Retrieved from http://​www​.R​-project​.org/
Ranta, E.
(2006) The ‘attractive’ progressive: Why use the -ing form in English as a Lingua Franca? Nordic Journal of English Studies, 5(2), 95–116. CrossrefGoogle Scholar
Rautionaho, P.
(2014) Variation in the progressive. A corpus-based study into world Englishes. Tampere: Acta Universitatis Tamperensis.Google Scholar
Rautionaho, P. & Fuchs, R.
(2020) Recent change in stative progressives: A collostructional investigation of British English in 1994 and 2014. English Language and Linguistics. CrossrefGoogle Scholar
Robison, R. E.
(1990) The primacy of aspect: Aspectual marking in English interlanguage. Studies in Second Language Acquisition, 12(3), 315–330. CrossrefGoogle Scholar
(1995) The Aspect Hypothesis revisited: A cross-sectional study of tense and aspect marking in interlanguage. Applied Linguistics, 16(3), 344–370. CrossrefGoogle Scholar
Rocca, S.
(2002) Lexical aspect in child second language acquisition of temporal morphology: A bidirectional study. In M. R. Salaberry & Y. Shirai (Eds.), The L2 acquisition of tense-aspect morphology (pp. 249–284). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Rogatcheva, S.
(2014) Aspect in learner writing. A corpus-Based comparison of advanced Bulgarian and German learners’ written English. PhD thesis. Giessen: University of Giessen.Google Scholar
Rohde, A.
(1996) The aspect hypothesis and the emergence of tense distinctions in naturalistic L2 acquisition. Linguistics, 34(5), 1115–1137. CrossrefGoogle Scholar
Römer, U.
(2005) Progressives, patterns, pedagogy. A corpus-driven approach to English progressive forms, functions, contexts and didactics. Amsterdam: John Benjamins. CrossrefGoogle Scholar
(2009) The inseparability of lexis and grammar: Corpus linguistic perspectives. Annual Review of Cognitive Linguistics, 7(1), 141–163. CrossrefGoogle Scholar
Rüdiger, S.
(2016.) Cuppa coffee? Challenges and opportunities of compiling a conversational English corpus in an Expanding Circle setting. In H. Christ, D. Klenovšak, L. Sönning, & V. Werner (Eds.), A blend of MaLT. Selected contributions from the Methods and Linguistic Theories Symposium 2015 (pp. 49–72). Bamberg: University of Bamberg Press.Google Scholar
Ruwayshid, A.
(2014) Second language acquisition of aspect and tense by Saudi-Arabic learners of English. PhD thesis. York: University of York.Google Scholar
Salaberry, M. R.
(1998) The development of aspectual distinctions in classroom L2 French. Canadian Modern Language Review, 54(4), 504–542. CrossrefGoogle Scholar
(2008) Marking past tense in Second Language Acquisition. London: Continuum.Google Scholar
Salaberry, M. R. & Shirai, Y.
(2002) L2 acquisition of tense-aspect morphology. In M. R. Salaberry & Y. Shirai (Eds.), The L2 acquisition of tense-aspect morphology (pp. 1–20). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Schilk, M. & Hammel, M.
(2014) The progressive in South Asian and Southeast Asian varieties of English: Mapping areal homogeneity and heterogeneity. In L. Vandelanotte, K. Davidse, & C. Gentens (Eds.), Recent advances in corpus linguistics. Developing and exploiting corpora (pp. 147–171). Amsterdam: Rodopi. CrossrefGoogle Scholar
Schneider, E. W.
(2007) Postcolonial English. Varieties around the world. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Schramm, A. & Mensink, M. C.
(2016) Processing of aspectual meanings by non-native and native English speakers during narrative comprehension. In O. Timofeeva, A. -C. Gardner, A. Honkapohja & S. Chevalier (Eds.), New approaches to English linguistics. Building bridges (pp. 251–280). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Sharma, D.
(2009) Typological diversity in new Englishes. English World-Wide, 30(2), 170–195. CrossrefGoogle Scholar
Sharma, D. & Deo, A.
(2010) A new methodology for the study of aspect in contact: Past and progressive in Indian English. In J. A. Walker (Ed.), Aspect in grammatical variation (pp. 111–130). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Shirai, Y.
(1994) On the overgeneralization of progressive marking on stative verbs: Bioprogram or input? First Language, 14(40), 67–82. CrossrefGoogle Scholar
(2009) Temporality in first and second language acquisition. In W. Klein & P. Li (Eds.), The expression of time (pp. 167–194). Berlin: Mouton de Gruyter.Google Scholar
(2014) The acquisition of tense-aspect in Asian languages. In H. Winskel & P. Padakanna (Eds.), South and Southeast Asian psycholinguistics (pp. 60–70). Cambridge: Cambridge University Press.Google Scholar
Shirai, Y. & Kurono, A.
(1998) The acquisition of tense-aspect marking in Japanese as a second language. Language Learning, 48(2), 279–244. CrossrefGoogle Scholar
Śmiecińska, J.
(2003) Stative verbs and the progressive aspect in English. Poznan Studies in Contemporary Linguistics, 38, 187–195.Google Scholar
Smith, C. S.
(1983) A theory of aspectual choice. Language, 59(3), 479–501. CrossrefGoogle Scholar
Ssempuuma, J., Isingoma, B., & Meierkord, C.
(2016) The use of the progressive in Ugandan English. In C. Meierkord, B. Isingoma, & S. Namyalo (Eds.), Ugandan English. Its sociolinguistics, structure and uses in a globalizing post-protectorate (pp. 173–199). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Tagliamonte, S. & Roberts, C.
(2005) So weird; so cool; so innovative: The use of intensifiers in the television series Friends . American Speech, 80(3), 280–300. CrossrefGoogle Scholar
Thewissen, J.
(2013) Capturing L2 accuracy developmental patterns: Insights from an error-tagged EFL learner corpus. The Modern Language Journal, 97(s1), 77–101. CrossrefGoogle Scholar
Tono, Y. & Díez-Bedmar, M. B.
(2014) Focus on learner writing at the beginning and intermediate stages: The ICCI corpus. International Journal of Corpus Linguistics, 19(2), 163–177. CrossrefGoogle Scholar
Van Rooy, B.
(2006) The extension of the progressive aspect in Black South African English. World Englishes, 25(1), 37–64. CrossrefGoogle Scholar
(2014) Progressive aspect and stative verbs in Outer Circle varieties. World Englishes, 33(2), 157–172. CrossrefGoogle Scholar
Van Rooy, B. & Kruger, H.
(2016) The innovative progressive aspect of Black South African English: The role of language proficiency and normative processes. International Journal of Learner Corpus Research, 2(2), 205–228. CrossrefGoogle Scholar
Van Rooy, B. & Piotrowska, C.
(2015) The development of an extended time period meaning of the progressive in Black South African English. In P. Collins (Ed.), Grammatical change in English world-wide (pp. 465–483). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Van Rooy, B. & Schäfer, L.
(2002) The effect of learner errors on POS tag errors during automatic POS tagging. Southern African Linguistics and Applied Language Studies, 20(4), 325–335. CrossrefGoogle Scholar
Vraicu, A.
(2013) Exploring the upper limits of the Aspect Hypothesis: Tense-aspect morphology in the advanced English L2 variety. Language, Interaction and Acquisition 4(2), 256–290. CrossrefGoogle Scholar
Wulff, S. & Römer, U.
(2009) Becoming a proficient academic writer: Shifting lexical preferences in the use of the progressive. Corpora, 4(2), 115–133. CrossrefGoogle Scholar
Wulff, S., Ellis, N. C., Römer, U., Bardovi-Harlig, K., & LeBlanc, C.
(2009) The acquisition of tense–aspect: Converging evidence from corpora and telicity ratings. The Modern Language Journal, 93(3), 354–369. CrossrefGoogle Scholar
Yip, P. -C. & Rimmington, D.
(2004) Chinese. A comprehensive grammar. London: Routledge.Google Scholar
Yue, A.
(2003) Chinese dialects: Grammar. In G. Thurgood & R. LaPolla (Eds.). The Sino-Tibetan languages (pp. 84–125). London: Routledge.Google Scholar
Zagona, K.
(2002) The syntax of Spanish. Cambridge: Cambridge University Press.Google Scholar
Zhao, Y. & MacWhinney, B.
(2010) Competing cues: A corpus-based study of the English tense-aspect in second language acquisition. In K. Franich, K. M. Iserman, & L. L. Keil (Eds.), Proceedings of the 34rd Annual Boston University Conference on Language Development (pp.503–514). Somerville: Cascadilla Press.Google Scholar