This chapter revisits the dichotomy that is traditionally made in Second Language Acquisition (SLA) research between English as a Foreign Language (EFL) and English as a Second Language (ESL) and argues, on the basis of data from the International Corpus of Learner English, that it should be viewed as a continuum instead, with many in-between categories corresponding to a variety of learning contexts. Using the case of the preposition into as an illustration, we show that the different environments in which Spanish-, French-, Dutch- and Tswana-speaking students learn English are reflected in their syntactic, semantic and lexical use of the preposition. More precisely, it appears that the Spanish-, French- and Dutch-speaking learners, who represent a cline in terms of exposure to the target language, from little exposure for the Spanish learners to considerable exposure for the Dutch learners, also form a cline in their use of into, from most distant to most similar to native (British) English. As for the Tswana variety, which clearly displays characteristics of both EFL and ESL, it occupies different positions along the cline, being sometimes closest to native English and sometimes most dissimilar, depending on the features of the use of into that are considered.
2024. Exploring part of speech (pos) tag sequences in a large-scale learner corpus of L2 English: a developmental perspective. Corpora 19:1 ► pp. 31 ff.
Orakcı, Şenol & Tahmineh Khalili
2024. The impact of cognitive flexibility on prospective EFL teachers' critical thinking disposition: the mediating role of self-efficacy. Cognitive Processing
2023. Linguistic Manifestations in a Multilingual World: Focus on English. In Multilingualism, ► pp. 101 ff.
Preis, Rosina, Senad Bećirović & Barbara Geyer
2023. EFL Teaching in a Digital Environment. MAP Education and Humanities 3:1 ► pp. 56 ff.
Schneider, Gerold
2023. Detecting and Analysing Learner Difficulties Using a Learner Corpus Without Error Tagging. In Demystifying Corpus Linguistics for English Language Teaching, ► pp. 229 ff.
Liu, Kanglong, Joyce Oiwun Cheung & Nan Zhao
2022. Learner corpus research in Hong Kong: past, present and future. Corpora 17:Supplement ► pp. 79 ff.
Barrot, Jessie & Mari Karen Gabinete
2021. Complexity, accuracy, and fluency in the argumentative writing of ESL and EFL learners. International Review of Applied Linguistics in Language Teaching 59:2 ► pp. 209 ff.
Mauranen, Anna
2020. ELF and Translation As Language Contact. In Language Change, ► pp. 95 ff.
Buschfeld, Sarah
2019. Language Acquisition and World Englishes. In The Cambridge Handbook of World Englishes, ► pp. 559 ff.
Fox, Sue
2019. Multilingualism and the World Englishes. In The Cambridge Handbook of World Englishes, ► pp. 459 ff.
Hunston, Susan
2019. Pattern Grammar. In The Encyclopedia of Applied Linguistics, ► pp. 1 ff.
Buschfeld, Sarah, Alexander Kautzsch & Edgar W. Schneider
2023. Second and foreign language learners: The effect of language exposure on the use of English phrasal verbs. International Journal of Bilingualism► pp. 136700692311691 ff.
Gries, Stefan Th. & Sandra C. Deshors
2015. EFL and/vs. ESL?. International Journal of Learner Corpus Research 1:1 ► pp. 130 ff.
This list is based on CrossRef data as of 23 september 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.