Reassessing the Learner Englishes–New Englishes Continuum: A Lexico-Grammatical Analysis of TAKE in Written and Spoken Englishes

Tao, Yating;Gilquin, Gaëtanelle
(2025) Languages — Vol. 10, n° 11, p. 285 (2025)

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This study reexamines Learner Englishes (LEs)–New Englishes (NEs) continuum by considering intervarietal variation, mode differences, and multiple linguistic levels. Relying on comparable written and spoken corpus data, we investigate the valency patterns and senses of the verb TAKE across two LEs (Mainland Chinese English (MCE) and Belgian French-speaking English (BFE)) and two NEs (Singapore English (SgE) and Hong Kong English (HKE)) within the Extra- and Intra-territorial Forces (EIF) Model. The study examines whether internal linguistic factors, namely, mode (writing and speech) and linguistic levels (valency patterns and senses), influence the variety positioning along the LEs-NEs continuum and whether this positioning reflects the expected proximity cline to native English (NativeE) (BFE > MCE > HKE > SgE) established within the EIF Model. Our quantitative results reveal that individual varieties intermingle depending on mode and linguistic levels rather than occupying stable positions along the LEs-NEs continuum. Dendrogram analyses yield distinct variety clustering patterns that contradict the expected proximity cline to NativeE. Qualitatively, we identify some shared linguistic features across LEs and NEs that suggest common underlying language learning strategies. These results contribute to variationist linguistics by demonstrating that English varieties exhibit dynamic development trajectories shaped by language-internal factors (e.g., mode and linguistic levels). We propose refining the EIF Model to incorporate language-internal dimensions, thereby bridging the gap between LEs and NEs through a more nuanced theoretical framework.
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Tao, Y., & Gilquin, G. (2025). Reassessing the Learner Englishes–New Englishes Continuum: A Lexico-Grammatical Analysis of TAKE in Written and Spoken Englishes. Languages, 10(11), 285. https://doi.org/10.3390/languages10110285 (Original work published 2025)