Description in L2 Narration: The Use of Progressive and Narrative Competence

Abstract

This study examines patterns of narrative discourse by intermediateand advanced-level learners of English, focusing on their use of progressive. The study observes various examples of progressive occurrences to address how learners encode the background information by relating it to the functions of progressive. Analysis of L2 English narrative data by Korean ESL/EFL learners revealed that these learners use progressive to indicate various discourse functions, including scene-setting, description of an element, temporal framing, simultaneous action, and intensification. The more advanced group displayed a greater diversity in the use of progressive than the less advanced group, suggesting that the transition to advanced level of proficiency involves an increase in the range of functions of progressive use as well as an increase in the amount of progressive use. Following detailed analysis of the functions of the progressive, pedagogical implications are offered. The study argues that L2 curricular should incorporate activities that promote L2 narrative skill development, particularly how to use progressive for description in narration, which are critical for assessment purposes and for interaction with target language speakers.