An contrastive study on context dependence in communication: Focusing on university students in Korea, China, Japan and Australia

2021 ◽  
Vol 70 ◽  
pp. 193-209
Author(s):  
Minpyo Hong
Keyword(s):  
University Students ◽  
Context Dependence ◽  
Contrastive Study

“Well would you believe it, I have failed the exam again”

2018 ◽  
Vol 9 (1) ◽  
pp. 26-51 ◽  
Author(s):  
Augustin Speyer ◽  
Anita Fetzer
Keyword(s):  
University Students ◽  
Personal Narratives ◽  
Context Dependence ◽  
Written Texts ◽  
Discourse Relations ◽  
Discourse Connectives ◽  
German Data

Abstract This paper compares the linguistic realization of coordinating and subordinating discourse relations in English and German short personal narratives, paying particular attention to the context-dependence of (1) their overt marking with discourse connectives, and (2) their adjacent and non-adjacent positioning. The analysis is based on 20 written texts collected from university students. The use of discourse connectives with adjacently and non-adjacently positioned discourse relations is more frequent in the English data. Considering the sentence as the unit of investigation, the coordinating relations of Contrast and Result and the subordinating relation of Explanation are marked overtly throughout the English data, while coordinating Narration and Background, and subordinating Elaboration and Comment relations are marked overtly less frequently. The picture is roughly similar with clauses as units of investigation. In the German data, the use of discourse connectives is also more frequent irrespective of adjacently or non-adjacently positioned discourse relations.

scholarly journals PHRASEOLOGY IN LEARNER ACADEMIC ENGLISH: CORPUS-DRIVEN APPROACHES

2020 ◽  
Vol 13 (2) ◽  
pp. 75-88
Author(s):  
Markéta Malá
Keyword(s):  
University Students ◽  
Quantitative Methods ◽  
Academic English ◽  
Contrastive Analysis ◽  
Lexical Bundles ◽  
Contrastive Study ◽  
Learner Corpus ◽  
Academic Texts ◽  
Starting Point ◽  
Comprehensive Picture

The paper combines learner corpus research with contrastive analysis to test the applicability of corpus-driven methods to the study of phraseology in learner academic English. It explores phraseological patterns in English L2 academic texts written by Czech university students in comparison with English L1 novice and expert writing. Three corpus-driven approaches are employed: frequency lists, keywords and lexical bundles. The results indicate that a combination of corpus-driven methods can indeed serve as an effective starting point for the contrastive study of phraseology, highlighting potentialareas of under- and overuse of multi-word patterns in English L2 novice academic texts. However, in order to give a more comprehensive picture of learner academic English, quantitative methods have to be combined with qualitative contrastive analysis.

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