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By Baden Eunson

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Extra resources for Writing in Plain English

Example text

The irregular form blocks application of the regular “add -ed” rule. Progressive aspect in child L2-English While the Uniqueness Principle has been applied primarily to child L1-acquisition, it is reasonable to think that, as a general learning principle, it would also govern child L2-acquisition (for a recent application of this principle to adult L2-acquisition, see Oh 2006). Thus, as an L2-English child acquires -ing forms, the Uniqueness Principle should tell her that -ing forms and bare verbs have distinct meaning.

Y. L. L. I. O. A. A. 8 15. Y. Y. recognizes that the two forms are not synonymous. N. A. file1, show high use of bare verbs with ongoing readings despite productive use of -ing. However, a closer look reveals that these files are not necessarily a problem for the prediction. , does not present particularly meaningful results, since there are only two instances of bare verbs used with an ongoing reading. A. 5%) use of bare verbs in progressive contexts despite productive use of -ing. 2 that learning is not expected to be instantaneous: we do not expect the child to cease using bare verb forms with an ongoing interpretation the moment that -ing forms begin to be used.

Y. excepted) acquire progressive interpretation before productive use of the be auxiliary. What then is the status of be in the children’s grammars? 1 Be overgeneration I follow the proposal of Ionin & Wexler (2002), who treat the be auxiliary in child L2-English as a marker of tense and agreement, rather than aspect. 18 Ionin & Wexler argue that this is a case of be overgeneration rather than ‑ing omission: a large proportion of the ‘be + bare verb’ instances have non-progressive interpretation.

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