Corpus-Based Implications for Arabic ESL Learners' Academic Writing: Analyzing Temporality in English Verbs

• In Event: 44.075 - Trends in L2 Writing and Literacy Research

Abstract

This study examined Arabic ESL learners’ use of tense (present/past) and aspect (simple/perfect/progressive) in English academic writing compared to the Longman Corpus written by native speakers of English. The results were twofold. First, regarding L1 difference, there were significant differences in all types of tense/aspect from the Mann-Whitney U test, with the exception of progressive aspect. Secondly, English proficiency levels significantly affected the use of all types of tense/aspect from the Kruskal-Wallis test, with the exception of progressive aspect. Although the results did not show statistical difference between Level 2 and 3 and between Level 3 and 4, it was quite obvious that the higher proficiency group showed similarities both in tense and aspect to native speakers.

Authors

• Yilmin Koo, University of North Texas

• Eun Young Lee, University of North Texas