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- Volume 19, Issue, 2014
International Journal of Corpus Linguistics - Volume 19, Issue 2, 2014
Volume 19, Issue 2, 2014
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Adverb use and language proficiency in young learners’ writing
Author(s): Pascual Pérez-Paredes and María Sánchez-Tornelpp.: 178–200 (23)More LessOur research examines the use of general adverbs by learners across grades 5, 6, 9 and 10 in the International Corpus of Crosslinguistic Interlanguage (ICCI) by looking at whether this use increases with age. For our research we use data from the Polish, Spanish and Chinese components in the ICCI, in particular, those from the “food” and “money” topics. Our results show that general adverbs are more widely used as age increases. Statistically significant differences were found between grade 6 and 10 learners across all three L1 groups in terms of the frequency of use of general adverbs, which suggests that 10-graders integrate adverbs in their discourse in ways that differ from those in previous years. This study, together with Pérez-Paredes & Díez-Bedmar’s (2012), suggests that learners below grade 9 are more unlikely to use adverbs.
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Interactional metadiscourse in young EFL learner writing: A corpus-based study
Author(s): Huaqing Hong and Feng Caopp.: 201–224 (24)More LessThis study investigates how young English as a foreign language (EFL) learners from Chinese, Spanish, and Polish mother tongue backgrounds use interactional metadiscourse in descriptive and argumentative English essays by drawing data from the ICCI corpus. The quantitative and qualitative analyses show that (i) there are significant differences among the three groups of EFL learners in the use of boosters, attitude markers, self-mentions, and engagement markers; and (ii) there are significant differences between the descriptive essays and the argumentative essays in the use of hedges and self-mentions. Discussion of the results is related to intergroup homogeneity and heterogeneity in the use of metadiscourse and the influences of essay types as well as topics/prompts. Pedagogical implications are provided for teaching interactional metadiscursive resources to young EFL learners from different mother tongue backgrounds and in relation to descriptive and argumentative writing.
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The acquisition of formulaic language by EFL learners: A cross-sectional and cross-linguistic perspective
Author(s): Agnieszka Lenko-Szymanskapp.: 225–251 (27)More LessMost of the studies on the use of phraseology by second language learners concentrate on advanced L2 users. Researchers attempt to tease out to what extent learners’ phraseology is different from the native one. There are almost no accounts of formulaic language emerging at the early stages of learning, particularly in foreign language settings. The research reported in this paper attempts to bridge this gap. It is exploratory in nature and investigates the emergence and use of lexical bundles by a range of students learning English in the classroom setting. The data analyzed in the study were drawn from the ICCI corpus and are examined with reference to learners’ ages, stages of proficiency, and L1 backgrounds. The probed essays were written by students in grades 6, 9 and 12 with Chinese, German, Hebrew, Japanese, Polish and Spanish as their L1s.
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A corpus study of most frequently used English verbs by Chinese beginner learners from a conceptual transfer perspective
Author(s): Zhang Huiping and Liu Yongbingpp.: 252–279 (28)More LessThis paper reports a study that examines the relationship between English word learning and conceptual transfer within the conceptual transfer hypothesis in second language acquisition (SLA). Specifically, the paper identifies the systematic features of the most frequently used English verbs in the extended ICCI sub-corpus of Mainland China by beginner learners of L2 English from a conceptual transfer perspective. The identified systematic features of these most frequently used English verbs are analyzed by means of their collocation, colligation, semantic prosody, and discussed in terms of the conceptual or categorization system. We found that (i) conceptual transfer errors were recurrent and systematic; (ii) these errors were different from those made by the German-speaking beginner learners of L2 English. These findings largely support the hypothesis of conceptual transfer in SLA. Based upon the findings, some suggestions for English learning and teaching are offered.
Volumes & issues
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Volume 29 (2024)
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Volume 28 (2023)
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Volume 27 (2022)
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Volume 26 (2021)
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Volume 25 (2020)
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Volume 24 (2019)
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Volume 23 (2018)
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Volume 22 (2017)
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Volume 21 (2016)
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Volume 20 (2015)
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Volume 19 (2014)
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Volume 18 (2013)
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Volume 17 (2012)
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Volume 16 (2011)
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Volume 15 (2010)
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Volume 14 (2009)
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Volume 13 (2008)
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Volume 12 (2007)
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Volume 11 (2006)
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Volume 10 (2005)
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Volume 9 (2004)
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Volume 8 (2003)
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Volume 7 (2002)
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Volume 6 (2001)
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Volume 5 (2000)
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Volume 4 (1999)
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Volume 3 (1998)
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Volume 2 (1997)
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Volume 1 (1996)
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The Spoken BNC2014
Author(s): Robbie Love, Claire Dembry, Andrew Hardie, Vaclav Brezina and Tony McEnery
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