This chapter examines corpus data from learners of English as a Foreign Language in order to test if there is evidence for (1) cross-linguistic influence, (2) universal processes of Second Language Acquisition (i.e. simplification or overgeneralization) and (3) interaction between the two. SLA research has long approached cross-linguistic influence and universal processes as distinct and mutually exclusive phenomena. More recent work has begun to acknowledge the interaction between them, but this has not been examined through more extensive corpus evidence. This study probes the notion of universal processes of SLA through the examination of L1-induced quantitative and qualitative differences behind features that appear similar on the surface. The focus is on two morphosyntactic features, embedded inversion and omission of prepositions, which have been identified as commonly occurring features in non-native Englishes. While the results show joint tendencies between different L1 populations, we find no evidence for invariant universal features; the higher frequency and distinctive nature of these features amongst learner groups with a trigger in the L1 point to strong L1 effects. The discussion highlights issues of definition and the benefits of bringing together SLA theory, learner corpus evidence, and findings and insights from research into L2 varieties of English.

Language acquisition and World Englishes (WEs) research are two subdisciplines with their own theoretical approaches, classifications, terminologies, and methodologies for investigation. They also have distinct perspectives on otherwise similar phenomena, viz. manifestations of acquiring/learning a language. As early as 1986, Sridhar and Sridhar discerned “a lack of articulation between theories of SLA and research on the acquisition and use of IVEs [indigenized varieties of English]” (Sridhar and Sridhar 1986: 12) and prompted an integrated approach. However, this call remained largely unheard for about twenty years. Only quite recently have studies pointed to potential similarities and the connectedness of learner Englishes and WEs as well as the possibility, if not necessity, of an integrated approach to the two objects of inquiry. The current chapter provides a scholarly review of these developments. It starts out with a summary and discussion of the potential and need for an integration of the Second Language Acquisition and WEs research paradigms, ultimately expanding the focus to a joint treatment of WEs and First Language Acquisition research.