scholarly journals Os verbos frasais mais frequentes na escrita de aprendizes: um estudo contrastivo / The most common phrasal verbs in learners’ writing: a contrastive analysis

2017 ◽  
Vol 10 (2) ◽  
pp. 31-49
Author(s):  
Priscilla Tulipa da Costa
Keyword(s):  
Academic Writing ◽  
Corpus Linguistics ◽  
English Language ◽  
The Other ◽  
Software Support ◽  
Phrasal Verbs ◽  
Learner Corpus ◽  
Textual Production ◽  
Reference Corpus ◽  
Brazilian Students

RESUMO: Este estudo tem como objetivo analisar o uso dos verbos frasais do inglês na escrita acadêmica de aprendizes brasileiros. Para tanto, dois corpora contendo ensaios escritos por estudantes universitários foram utilizados, sendo um para estudo (Br-ICLE) e outro para referência (LOCNESS). A metodologia, baseada na Linguística de Corpus, se compõe de exames quantitativos realizados com o suporte do software AntConc para o tratamento e a análise dos dados. Os resultados sugerem que, em relação a outros tipos de verbos multipalavras, os verbos frasais são pouco usados nos textos de aprendizes. Entretanto, nota-se também que algumas das estruturas verbo + partícula encontradas se tornaram características desse tipo de produção textual, o que indica que o seu uso é cada vez mais comum na escrita de caráter mais formal. Ademais, a investigação também apontou semelhanças e diferenças de uso entre os grupos examinados, e para a constatação de que nativos e não nativos utilizam verbos frasais iguais em proporções bem semelhantes, ainda que haja casos de uso em desacordo com os padrões da língua inglesa por parte dos alunos brasileiros.PALAVRAS-CHAVE: verbos frasais; corpus de aprendizes; escrita acadêmica; linguística de corpus.  ABSTRACT: This study aims at analyzing the use of English phrasal verbs in the academic writing of Brazilian learners. Therefore, two corpora containing essays written by college students were used: one as the study corpus (Br-ICLE), and the other as the reference corpus (LOCNESS). The methodology, which is based on Corpus Linguistics, consists of quantitative exams performed with the AntConc software support for the treatment and analysis of the data. The results suggested that, considering the other types of multi-word verbs, phrasal verbs are less used by learners in their essays. However, it is also noted that some of the verb + particle structures found have become typical of this type of textual production, which indicates that its use is increasingly common in a more formal writing. In addition, the research also pointed out similarities and differences in the use of phrasal verbs in both groups examined, as well as the finding that natives and non-natives use equal combinations in very similar proportions, although Brazilian students sometimes use phrasal verbs in disagreement with the English language standardsKEYWORDS: phrasal verbs; learner corpus; academic writing; corpus linguistics.

scholarly journals Analysing Academic Texts with Computational Linguistics Tools

2020 ◽  
Vol 29 (7) ◽  
pp. 89-103
Author(s):  
E. I. Shpit ◽  
V. N. Kurovskii
Keyword(s):  
Computational Linguistics ◽  
Academic Writing ◽  
English Language ◽  
Text Processing ◽  
Learner Corpus ◽  
Academic Texts ◽  
Reference Corpus ◽  
Quantitative Results ◽  
Processing Mechanisms ◽  
International English

Writing academic texts in English introduces certain difficulties associated with translating Russian sentences with pronounced stylistic peculiarities, especially for young researchers who are just starting their publication activity. It seems impossible to study any genre without analysing examples of the discourse, which highlights the use of computational linguistics as it allows automating a lot of language and text processing mechanisms and generates relatively accurate quantitative results. The present study considers the application of AntConc and Coh-Metrix toolkits for analyzing master students’ abstracts to research papers written for international English-language journals or conference proceedings (Learner Corpus) in comparison with international researchers’ abstracts published in high-impact journals (Reference Corpus). The analysis conducted in the above-mentioned software tools revealed the drawbacks and strengths of master students’ texts, allowed characterizing them on the words, sentence and discourse levels, as well as outlined the potentials of their use in teaching academic writing skills.

INTEGRATING LEARNER CORPUS ANALYSIS INTO THE TEACHING OF ENGLISH ACADEMIC WRITING

2020 ◽  
Vol 1 (1) ◽  
pp. 45-52
Author(s):  
Lavinia Disa Winona Araminta
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Practical Implementation ◽  
Language Pedagogy ◽  
Learner Corpus ◽  
Education Levels ◽  
Learner Corpus Analysis

Practical implementation of learner corpus research to inform language pedagogy has been common, given the availability of resources, such as a large amount of data about the products of language learning and factual language uses, and the necessary technology, such as concordance programs. This article lays out the typical analyses of learner corpora and the implications of and issues surrounding such studies on second/foreign language teaching based on the existing literature. More specifically, the article captures the need for a more extensive corpus of Indonesian learners’ English other than what is already available to represent more insights about English language teaching in Indonesia. Furthermore, it proposes the development of an in-house learner corpus for direct and indirect uses at Universitas Indonesia. An actual trial on building a sample learner corpus and running a lexical analysis demonstrates the plausibility of integrating learner corpus into the teaching of academic writing on higher-education levels.

scholarly journals Norwegian in-service teachers’ perspectives on language corpora in teaching English

2022 ◽  
Vol 9 (2) ◽  
pp. 90-106
Author(s):  
Barry Kavanagh
Keyword(s):  
Corpus Linguistics ◽  
Teaching And Learning ◽  
English Language ◽  
Research Question ◽  
Education Programme ◽  
English Teachers ◽  
Further Education ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Learner Corpus

This study aims to explore potential reasons why the use of the tools and methods of corpus linguistics are not prevalent in English teaching in Norway, using the research question What do in-service English teachers in Norway find useful about corpora and what do they find challenging? The study provides interview data from in-service teachers, contributing to our understanding of the in-service perspective on corpora. The research design consists of teaching corpus use in seminars for in-service English teachers (featuring LancsLex, the concordancer AntConc and the OANC), integrated into a language course that is part of a further education programme, and semi-structured interviews with four of the students who took the course, during which they also interacted with Netspeak, SKELL and COCA. As with previous research, the in-service teachers found corpora particularly useful for teaching and learning vocabulary, and found challenges to use which are categorized here as usability (criticism of AntConc), IT challenges (a lack of IT skills among teachers), learner-corpus interaction challenges (the complexity of software and concordance lines for pupils; pupil uninterest in language), and lack of teacher need (mistakes being “obvious” to teachers in the lower years). The article discusses some implications of these findings. Keywords: English language teaching, pedagogical corpus application, corpora           

scholarly journals Academic Writing Needs of TESOL Postgraduate Students in the Saudi Context

2017 ◽  
Vol 5 (2) ◽  
pp. 151 ◽  
Author(s):  
Bayan Ibrahim AlHashemi ◽  
Muneerah Shuraim AlSubaeie ◽  
Nadia Ahmad Shukri
Keyword(s):  
Academic Writing ◽  
Curriculum Design ◽  
English Language ◽  
Learning Objectives ◽  
The Other ◽  
Writing Ability ◽  
Postgraduate Students ◽  
Academic Literature ◽  
English Language Institute ◽  
Data Call

Data from previous academic literature reveals that Saudi postgraduate students face a great deal of challenges in academic writing. Some of these challenges are related to the choice of terminology, planning skills, outlining and some other ones. Such data call for significant curriculum developments in postgraduate programs. However, at the heart of any curriculum design is the deliberate analysis of students’ lacks, needs and wants. Once these items are determined, curriculum designers and teachers are required to set clear and relevant learning objectives and chose appropriate teaching materials and means of assessment (Otilia, 2015). Using a five-point Likert scale, the current study aims at investigating postgraduate students’ academic writing needs at the English Language Institute (ELI) of King Abdul-Aziz University. This investigation involves the written tasks students are required to perform, the learning sources they use, and their overall writing needs as perceived by the students themselves as well as by their teachers. The results of the study reveal that among the various academic writing needs of postgraduate students, the use of correct punctuation, spelling, proper writing mechanics and plagiarism-free content should were given the highest priority as perceived by their teachers. Students, on the other hand, indicated that the overall academic writing ability, proper representation of ideas, use of proper mechanical conventions and choice of field-related words are among the skills they need the most in order to succeed. Based on these results, a group of recommendations and implications were drawn and directed to the Postgraduate Unit.

The use of phrasal verbs by French-speaking EFL learners. A constructional and collostructional corpus-based approach

2015 ◽  
Vol 11 (1) ◽  
Author(s):  
Gaëtanelle Gilquin
Keyword(s):  
Intermediate Level ◽  
The Other ◽  
Levels Of Analysis ◽  
Similar Data ◽  
Phrasal Verbs ◽  
Efl Learners ◽  
Structural Patterns ◽  
Learner Corpus ◽  
French Speaking ◽  
Corpus Data

AbstractThis paper investigates the use of phrasal verbs by French-speaking foreign learners of English, using spoken and written learner corpus data and comparing them against similar data representing native English. It adopts a constructional approach, which distinguishes between three levels of analysis: the higher level of the phrasal verb ‘superconstruction’, the intermediate level of the structural patterns [V Prt], [V Prt OBJ] and [V OBJ Prt], and the lower level of lexically specified phrasal verbs. The approach is also collostructional in that it seeks to bring to light lexical associations at the constructional level. The results show that the difficulties that learners are known to have with phrasal verbs are mainly situated at the level of the superconstruction; at the lower levels of analysis (especially the intermediate one), on the other hand, learners seem to have largely internalised the main features of the constructions. More generally, the paper highlights the benefits of combining Construction Grammar and learner corpus research to gain insights into the L2 construction.

Does Cognitive Linguistics have anything to offer English language learners in their efforts to master phrasal verbs?

2002 ◽  
Vol 137-138 ◽  
pp. 205-231 ◽  
Author(s):  
Nora Condon ◽  
Peter Kelly
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Cognitive Linguistics ◽  
English Language ◽  
The Other ◽  
Cognitive Approach ◽  
Phrasal Verbs ◽  
The Past ◽  
Difficult Area

Abstract Phrasal verbs are widely acknowledged as being a notoriously difficult area of language for learners of English. The tendency in the past has been to regard them as arbitrary items of language that must simply be learned by heart. As an alternative to the rote memorisation of random lists of phrasal verbs, the Collins COBUILD dictionary of phrasal verbs has set out its own approach. Yet another alternative can be found within the framework of cognitive linguistics. In this paper the two approaches are described and compared. We then set out and discuss the results of tests carried out with two groups of learners, where one group had used the Collins approach and the other a cognitive approach in order to learn phrasal verbs. The results point to the need for further research.

Stance-taking: reporting verbs in citations in EFL undergraduate theses

2021 ◽  
Vol 37 (3) ◽  
Author(s):  
Pamela Olmos-Lopez
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Corpus Linguistics ◽  
English Language ◽  
Native Speakers ◽  
English Language Teaching ◽  
Mexican Students ◽  
Authorial Identity ◽  
Educational Implications ◽  
Native Speakers Of English

ABSTRACT L2 writers tend to have difficulties in using reporting verbs (Bloch, 2010) because the choosing of reporting verb needs some considerations: the stance of the author whose claims are being reported, the stance of the writer, and the interpretation of the writer (Thompson and Ye, 1991). This article explores stance-taking in reporting verbs in the context of citations in undergraduate theses written by Mexican students in English as a Foreign Language. The corpus consists of thirty undergraduate theses written by non-native speakers of English in the field of English Language Teaching. I use corpus linguistics tools, i.e., concordances for the analysis of stance-taking which makes the expressions observable in their context. The findings show that undergraduates use reporting verbs to express their stance in their theses and that this varies depending on the chapter. This paper suggests a category of reporting verbs that is commonly used in EFL academic writing within the ELT discipline. I propose some educational implications, stressing the need to make students and their instructors aware that the choice of reporting verbs is not just a matter of stylistic choice, but it can be an expression of authorial identity.

scholarly journals THE USE OF PHRASAL VERBS IN ENGLISH LANGUAGE RESEARCH PROPOSALS BY VIETNAMESE M.A. STUDENTS

2019 ◽  
Vol 35 (4) ◽  
Author(s):  
Tran Phan Ngoc Tu ◽  
Tran Quoc Thao
Keyword(s):  
Discourse Analysis ◽  
Academic Writing ◽  
Integral Domain ◽  
English Language ◽  
Applied Linguistics ◽  
Phrasal Verbs ◽  
Language Research ◽  
Efl Students

Phrasal verbs are considered an integral domain of linguistics in the English language. However, ESL/EFL students in different contexts seem to avoid using them in their academic writing, especially in English applied linguistics. This study aims at investigating the use of phrasal verbs in the research proposals among Vietnamese M.A. students who were studying at one university in Vietnam. Nineteen research proposals chosen in this study were categorized into five types, including TESOL Methodology, Discourse Analysis, Linguistics, Literature, and Translation. The data were analyzed by the software AntConc version 3.7.8. The findings of the study indicated that the participants had a tendency to avoid using phrasal verbs in their M.A. research proposals like those of the previous studies. Furthermore, they did not utilize many among top 100 common phrasal verbs in BNC by Gardner and Davies (2007). With respect to the functions of phrasal verbs, Vietnamese M.A. students used different subcategories in syntax and semantics. Nevertheless, they paid more attention to the use of transitive and inseparable phrasal verbs as well as phrasal verbs with semi-idiomatic and fully-idiomatic meanings.

Working With Interpreters to Support Students Who Are English Language Learners

2016 ◽  
Vol 1 (16) ◽  
pp. 15-27 ◽  
Author(s):  
Henriette W. Langdon ◽  
Terry Irvine Saenz
Keyword(s):  
United States ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
The United States ◽  
The Other ◽  
Primary Language ◽  
Second Best ◽  
Support Students

The number of English Language Learners (ELL) is increasing in all regions of the United States. Although the majority (71%) speak Spanish as their first language, the other 29% may speak one of as many as 100 or more different languages. In spite of an increasing number of speech-language pathologists (SLPs) who can provide bilingual services, the likelihood of a match between a given student's primary language and an SLP's is rather minimal. The second best option is to work with a trained language interpreter in the student's language. However, very frequently, this interpreter may be bilingual but not trained to do the job.

CORPUS LINGUISTICS, LANGUAGE CORPORA AND LANGUAGE TEACHING

2020 ◽  
Vol 14 (2) ◽  
pp. 75
Author(s):  
Eska Perdana Prasetya ◽  
Anita Dewi Ekawati ◽  
Deni Sapta Nugraha ◽  
Ahmad Marzuq ◽  
Tiara Saputri Darlis
Keyword(s):  
Academic Writing ◽  
Corpus Linguistics ◽  
Language Use ◽  
Language Teaching ◽  
Applied Linguistics

<span lang="EN-GB">This research is about Corpus Linguistics, Language Corpora, And Language Teaching. As we know about this science is relatively new and is associated with technology. There are several areas discussed in this study such as several important parts of the corpus, the information generated in the corpus, four main characteristics of the corpus, Types of Corpora, Corpora in Language Teaching, several types that could be related to corpus research, Applications of corpus linguistics to language teaching may be direct or indirect. The field of applied linguistics analyses large collections of written and spoken texts, which have been carefully designed to represent specific domains of language use, such as informal speech or academic writing.</span>

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