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Exploring the Development of Progressive Construction in Chinese and Japanese EFL Writing: A Usage-Based Approach

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Title: Exploring the Development of Progressive Construction in Chinese and Japanese EFL Writing: A Usage-Based Approach
Language: English
Authors: Gui Wang, Hui Wang, Li Wang (ORCID 0000-0002-3028-1347)
Source: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. 2025 59(2):943-975.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 33
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Comparative Education, Second Language Learning, English (Second Language), Writing (Composition), Language Usage, Language Proficiency, Essays, Productivity, Language Acquisition, Morphology (Languages), Morphemes
Geographic Terms: China, Japan
DOI: 10.1002/tesq.3351
ISSN: 0039-8322
1545-7249
Abstract: This study investigates the developmental trajectory of progressive construction among Chinese and Japanese EFL learners through a usage-based approach. A total of 600 written essays, produced by EFL learners from China and Japan with proficiency levels ranging from elementary to upper-intermediate, were analyzed. The findings reveal that advanced EFL learners, irrespective of their L1 backgrounds, exhibit higher productivity in using progressive constructions, aligning more closely with native English speakers. Moreover, the results support the aspect hypothesis, as activity verbs are predominantly marked with progressive across all learner groups. As for the development of progressive construction, less prototypical verb types in progressives increase proportionally with proficiency levels in the top 10 contingencies. However, discrepancies in proportions among Chinese and Japanese EFL learners underscore the need for a further examination of the intricate patterns of non-prototypical form-meaning associations across L1 backgrounds. The present study bears significance in shedding light on the acquisition of tense-aspect morphology influenced by L1 transfer and learner proficiency.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1471664
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Gui+Wang%22">Gui Wang</searchLink><br /><searchLink fieldCode="AR" term="%22Hui+Wang%22">Hui Wang</searchLink><br /><searchLink fieldCode="AR" term="%22Li+Wang%22">Li Wang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3028-1347">0000-0002-3028-1347</externalLink>)
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: This study investigates the developmental trajectory of progressive construction among Chinese and Japanese EFL learners through a usage-based approach. A total of 600 written essays, produced by EFL learners from China and Japan with proficiency levels ranging from elementary to upper-intermediate, were analyzed. The findings reveal that advanced EFL learners, irrespective of their L1 backgrounds, exhibit higher productivity in using progressive constructions, aligning more closely with native English speakers. Moreover, the results support the aspect hypothesis, as activity verbs are predominantly marked with progressive across all learner groups. As for the development of progressive construction, less prototypical verb types in progressives increase proportionally with proficiency levels in the top 10 contingencies. However, discrepancies in proportions among Chinese and Japanese EFL learners underscore the need for a further examination of the intricate patterns of non-prototypical form-meaning associations across L1 backgrounds. The present study bears significance in shedding light on the acquisition of tense-aspect morphology influenced by L1 transfer and learner proficiency.
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