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Revisiting the ENL-ESL-EFL continuum: A multifactorial approach to grammatical aspect in spoken Englishes

and post-verbal particles . Cambridge: Cambridge University Press. Collins, Peter. 2008. The progressive aspect in World Englishes: A corpus-based study. Australian Journal of Linguistics 28 (2): 225–249. Crawley, Michael J. 2007. The R book . Chichester: Wiley. Deshors, Sandra C. 2014. A case for a unified treatment of EFL and ESL: A multifactorial approach. English World-Wide 35 (3): 277–305. Deshors, Sandra. C. 2017. Zooming in on verbs in the progressive: A collostructional and correspondence analysis. Journal of English Linguistics

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Taking the corpus to the classroom: Using children’s stories to compare learner and native text

. Word frequency and collocation: Using children’s literature in adult learning. ICAME 39: 85-110. Webb, Stuart and John Macalister. 2012. Is text written for children useful for L2 extensive reading? TESOL Quarterly 47: 300-322. Yoo, Isaiah. 2009. The English definite article: What ESL/EFL grammars say and what corpus findings show. Journal of English for Academic Purposes 8: 267-278. Yoon, Hyunsook. 2008. More than a linguistic reference: The influence of corpus technology on L2 academic writing. Language Learning and

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Word frequency and collocation: Using children’s literature in adult learning

. 2011. Literature in EFL/ESL classroom. English Language Teaching 4: 201-208. Knowles, Murray and Kirsten Malmkjaer. 1996. Language and control in children’s literature. London and New York: Routledge. Leech, Geoffrey. 1974. Semantics. Harmondsworth: Penguin. Leel, Hsing-Chin. 2011. In defence of concordancing: An application of datadriven learning in Taiwan. Procedia - Social and Behavioral Sciences 12: 399-408. Louw, Bill. 1993. Irony in the text or insincerity in the writer? The diagnostic potential of

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