Haidee Kruger | Macquarie University & North-West University
Conflicting findings are reported for New Englishes and Learner Englishes: similarities are identified mainly on psycholinguistic grounds and differences on sociolinguistic grounds. This article offers an analysis of the progressive form in Black South African English, in which the interaction between gradual increases in proficiency and normative interventions by explicit feedback and editing of published texts is examined to establish the route towards conventionalisation of innovative features. The results indicate that one innovative feature, the extension of the progressive to longer time spans, becomes established as a feature of the variety, but other potential innovations gradually disappear under normative influence and with increased proficiency. Innovations are likely to be accepted if they are insufficiently salient to be targeted for normative correction and sufficiently present in the written and spoken input to become entrenched in the grammatical representations of learners as they turn into advanced users of the New English.
2012 “Typological profile: L2 varieties.” In B. Kortmann & K. Lunkenheimer (Eds.), The Mouton World Atlas of Variation in English. Berlin: Mouton de Gruyter, 844–873.
Mair, C
2006Twentieth-Century English: History, Variation, and Standardization. Cambridge: Cambridge University Press.
Meierkord, C
2007 “Standards and norms in interactions across second language Englishes: The case of South Africa.” In S. Kolk-Birke & J. Lippert (Eds.), Anglistentag 2006 Proceedings. Trier: Wissenschaftliche Verlag Trier, 331–340.
Meierkord, C
2012Interactions Across Englishes: Linguistic Choices in Local and International Contexts. Cambridge: Cambridge University Press.
Mesthrie, R
2012 “Black South African English”. In B. Kortmann & K. Lunkenheimer (Eds.), The Mouton World Atlas of Variation in English. Berlin: Mouton de Gruyter, 493–500.
Mesthrie, R. & Bhatt, R.M
2008World Englishes: The Study of New Linguistic Varieties. Cambridge: Cambridge University Press.
Minow, V
2010Variation in the Grammar of Black South African English. Frankfurt/Main: Peter Lang.
2015A Diachronic Analysis of the Progressive Aspect in Black South African English. Unpublished M.A. dissertation. North-West University.
Pretorius, E.J. & Mampuru, D.M
2007 “Playing football without a ball: Language, reading and academic performance in a high-poverty school”, Journal of Research in Reading 30(1), 38–58.
Pretorius, R.S
1997Auxiliary Verbs as Subcategory of the Verb in Tswana. Unpublished PhD thesis. Potchefstroom University.
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.
Schneider, E
2007Post-Colonial Englishes: Varieties Around the World. Cambridge: Cambridge University Press.
Schneider, E
2012 “Exploring the interface between world Englishes and second language acquisition – and implications for English as a lingua franca”, Journal of English as a Lingua Franca 1(1), 57–91.
2019. Does Editing Matter? Editorial Work, Endonormativity and Convergence in Written Englishes in South Africa. In English in Multilingual South Africa, ► pp. 101 ff.
KRUGER, HAIDEE & BERTUS VAN ROOY
2017. Editorial practice and the progressive in Black South African English. World Englishes 36:1 ► pp. 20 ff.
Law, Melanie A. & Haidee Kotze
2020. Gender, Writing and Editing in South African Englishes. In Gender in World Englishes, ► pp. 205 ff.
Mesthrie, Rajend
2020. Contact and African Englishes. In The Handbook of Language Contact, ► pp. 385 ff.
2019. Learner Corpus Research in South Africa (1989–2019). Language Matters 50:3 ► pp. 70 ff.
van Rooy, Bertus
2019. English in Africa. In The Cambridge Handbook of World Englishes, ► pp. 210 ff.
Zeng, Xiaoyan, Yasuhiro Shirai & Xiaoxiang Chen
2021. Universals and transfer in the acquisition of the progressive aspect: Evidence from L1 Chinese, German, and Spanish learners’ use of the progressive-ingin spoken English. International Review of Applied Linguistics in Language Teaching 59:2 ► pp. 267 ff.
Zeng, Xiaoyan, Yasuhiro Shirai & Xiaoxiang Chen
2023. A corpus-based study of the acquisition of the English progressive by L1 Chinese learners: from prototypical activities to marked statives. Linguistics 61:3 ► pp. 749 ff.
This list is based on CrossRef data as of 31 march 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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