Article Usage Patterns Based on Corpus Analysis and Their Pedagogical Implications for Japanese EFL Learners

Abstract

Drawing on data from the International Corpus Network of Asian Learners of English (Ishikawa, 2013, 2018) that are categorized by English proficiency level, this study identifies a developmental trend in learners’ ability to differentiate between countable and uncountable nouns. Full mastery of noun countability is generally achieved at advanced proficiency stages. Accuracy rates indicate that the zero article is the most effectively used, particularly in the context of general references, supporting prior research on first language acquisition. The definite article follows in the accuracy of its use, trailed by the indefinite article. These findings align with Takahashi’s research of 2020, which outlines a developmental trajectory from recognizing general (nonspecific) versus specific references, followed by distinguishing between definite and indefinite articles and then discerning countable from uncountable nouns. Contrary to the Fluctuation Hypothesis (Ionin et al., 2004), fewer errors are observed when the criteria for specificity and definiteness do not overlap, while an increase in errors is observed where these criteria overlap. These results throw the validity of the Fluctuation Hypothesis into question, and this will lead to the exploration of pedagogical implications.