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The present tense in English, again

The present tense in English, again
The present tense in English, again
We report on an experimental study examining what aspectual tense forms we use to convey aspectual meanings when talking about present events in English. We test the effect of structural priming on the use of aspectual tense morphosyntax in the English present tense by native speakers, upper-intermediate and advanced L2 learners of English with French as their native language. Comparative production data from a video retell task is used. Aspectual choices from Liszka’s (2009, 2015) studies are compared with our partial replication. While Liszka primes participants to use the progressive tense, our instructions are neutral in this respect. Findings for native speakers point to a high level of individual variation in the use of present progressive and present simple to denote events simultaneous with the speech moment. Not only are choices variable, but they are also influenced by priming. We argue that this variability creates difficulties for learners of English that teachers should know about.
Aspect, English, L1 influence, Present tense, Priming, Production
133–154
Springer
Dudley, Amber
f438dff2-1334-470d-9c4a-5f79f3867a14
Slabakova, Roumyana
1bda11ce-ce3d-4146-8ae3-4a486b6f5bde
Trotzke, Andreas
Kupisch, Tanja
Dudley, Amber
f438dff2-1334-470d-9c4a-5f79f3867a14
Slabakova, Roumyana
1bda11ce-ce3d-4146-8ae3-4a486b6f5bde
Trotzke, Andreas
Kupisch, Tanja

Dudley, Amber and Slabakova, Roumyana (2020) The present tense in English, again. In, Trotzke, Andreas and Kupisch, Tanja (eds.) Formal Linguistics and Language Education. (Educational Linguistics series, 43) Cham. Springer, 133–154. (doi:10.1007/978-3-030-39257-4_8).

Record type: Book Section

Abstract

We report on an experimental study examining what aspectual tense forms we use to convey aspectual meanings when talking about present events in English. We test the effect of structural priming on the use of aspectual tense morphosyntax in the English present tense by native speakers, upper-intermediate and advanced L2 learners of English with French as their native language. Comparative production data from a video retell task is used. Aspectual choices from Liszka’s (2009, 2015) studies are compared with our partial replication. While Liszka primes participants to use the progressive tense, our instructions are neutral in this respect. Findings for native speakers point to a high level of individual variation in the use of present progressive and present simple to denote events simultaneous with the speech moment. Not only are choices variable, but they are also influenced by priming. We argue that this variability creates difficulties for learners of English that teachers should know about.

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Dudley & Slabakova Springer Educational LIng volume (FINAL VERSION) - Accepted Manuscript
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Accepted/In Press date: 15 January 2020
e-pub ahead of print date: 11 June 2020
Published date: 1 July 2020
Keywords: Aspect, English, L1 influence, Present tense, Priming, Production

Identifiers

Local EPrints ID: 439356
URI: http://eprints.soton.ac.uk/id/eprint/439356
PURE UUID: 4fac8319-2623-4b83-a9ee-d2515f75f863
ORCID for Amber Dudley: ORCID iD orcid.org/0000-0003-2904-9150
ORCID for Roumyana Slabakova: ORCID iD orcid.org/0000-0002-5839-460X

Catalogue record

Date deposited: 17 Apr 2020 16:30
Last modified: 26 Nov 2021 03:01

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Contributors

Author: Amber Dudley ORCID iD
Editor: Andreas Trotzke
Editor: Tanja Kupisch

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