scholarly journals A Corpus-Based Analysis Of The Complementation Patterns Of The Adjective “Ashamed”

2021 ◽  
Vol 9 (2) ◽  
pp. 30-50
Author(s):  
Sylvia Dimitrova ◽  
◽  
Temenuzhka Seizova-Nankova ◽  
Keyword(s):  
Language Learning ◽  
The Other ◽  
Full Description ◽  
Learning And Teaching ◽  
Other Hand ◽  
Reference Corpus ◽  
British National Corpus ◽  
National Corpus

The paper presents a corpus-based analysis of the predicative use of the adjective “ashamed” giving a full description of its complementation patterns with the help of the Valency Theory (VT – Herbst et al., 2004). The findings are based on a reference corpus extracted from the British National Corpus (BNC) by using the SkE software. The analysis reveals the advantages of the approach used for learners at levels B1 and B2 while, on the other hand, it shows the insufficiency of information found in the main English dictionaries (OALD, LDCE, etc.). It also demonstrates how both language learning and teaching, and materials production could be optimized using the corpus-based analysis.

A Corpora-Based Analysis of Rely on and Depend on

2021 ◽  
Vol 3 (1) ◽  
pp. 9-21
Author(s):  
Namkil Kang
Keyword(s):  
Comparative Analysis ◽  
American English ◽  
The Other ◽  
Information State ◽  
Other Hand ◽  
British National Corpus ◽  
National Corpus

The ultimate goal of this paper is to provide a comparative analysis of rely on and depend on in the Corpus of Contemporary American English and the British National Corpus. The COCA clearly shows that the expression rely on government is the most preferred by Americans, followed by rely on people, and rely on data. The COCA further indicates that the expression depend on slate is the most preferred by Americans, followed by depend on government, and depend on people. The BNC shows, on the other hand, that the expression rely on others is the most preferred by the British, followed by rely on people, and rely on friends. The BNC further indicates that depend on factors and depend on others are the most preferred by the British, followed by depend on age, and depend on food. Finally, in the COCA, the nouns government, luck, welfare, people, information, state, fossil, water, family, oil, food, and things are linked to both rely on and depend on, but many nouns are not still linked to both of them. On the other hand, in the BNC, only the nouns state, chance, government, and others are linked to both rely on and depend on, but many nouns are not still linked to both rely on and depend on. It can thus be inferred from this that rely on is slightly different from depend on in its use.

Wie Zijn 'Onze' Leerders?

1999 ◽  
Vol 62 ◽  
pp. 87-97
Author(s):  
Anne-Mieke Janssen-van Dieten
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Native Speakers ◽  
Language Teachers ◽  
The Other ◽  
Learning And Teaching ◽  
Highly Educated ◽  
Other Hand ◽  
L2 Learners ◽  
The One

There is an increasing awareness that the number of non-native speakers in the category of 'adult, highly educated, advanced L2-learners' is rapidly increasing. This paper presents an analysis of what it means to teach them a second language - whether it is Dutch or any other second language. It is argued that, on the one hand, conceptions about language learning and teaching are insufficiendy known, and that, on the other hand, there are many widespread misconceptions that prevent language teachers from catering adequately for people's actual communicative needs, and from providing tailor-made solutions to these problems.

scholarly journals Adjective complementation patterns and judgement: Aligning lexical-grammatical and discourse-semantic approaches in appraisal research

2019 ◽  
Vol 39 (3) ◽  
pp. 415-439 ◽  
Author(s):  
Hang Su ◽  
Susan Hunston
Keyword(s):  
At Risk ◽  
Personality Traits ◽  
Human Behaviour ◽  
The Other ◽  
Appraisal System ◽  
Other Hand ◽  
Starting Point ◽  
British National Corpus ◽  
The One ◽  
National Corpus

Abstract This study takes a lexical-grammatical approach to exploring the evaluation of human behaviour and/or character. It uses adjective complementation patterns as the starting point to examine the lexical-grammatical resources at risk in the appraisal system of judgement, aiming to explore the extent to which we can arrive at the same categorization of the resources realizing judgement if a formal or lexical-grammatical approach, rather than a discourse-semantic one, is taken. Using a corpus compiled of texts categorized as ‘Biography’ in the British National Corpus, the study, on the one hand, shows that most of the items identified can be very satisfactorily classified in terms posited in the judgement system, suggesting that the nomenclature from that model is useful. On the other hand, a considerable number of items have also been identified which construe attitudes towards emotional types of personality traits, leading to the proposal of a potentially useful new judgement category and further an adjusted system of judgement. The heuristic potential of aligning the lexical-grammatical and discourse-semantic approaches to appraisal is further discussed.

scholarly journals The degree of grammaticalization of gotta, gonna, wanna and better: A corpus study

2015 ◽  
Vol 15 (1) ◽  
Author(s):  
Dagmar Machová
Keyword(s):  
American English ◽  
The Other ◽  
Corpus Study ◽  
Modal Verbs ◽  
Other Hand ◽  
Web Forums ◽  
British National Corpus ◽  
Clausal Negation ◽  
High Degree ◽  
National Corpus

Abstract The paper studies the degree of grammaticalization of the structures gotta, gonna, wanna and better. The study presumes that the semantics of these structures – more precisely their modal polyfunctionality (i.e. the ability to express deontic and epistemic meaning at the same time) – has an impact on their morphosyntactic properties. Using corpora (predominantly the British National Corpus and the Corpus of Contemporary American English) and web forums, the paper studies in detail the level of independence of gotta, gonna, wanna and better from their respective auxiliaries (have and be) and the development of the operator properties of these structures typical for central modals (i.e. inversion in questions, compatibility with clausal negation and occurrence in elliptical contexts). It demonstrates that gonna and gotta are partially grammaticalized, especially with respect to the independence of their auxiliaries, but they do not syntactically behave as modals. The verb wanna behaves as a modal morphologically but not syntactically. On the other hand, better is grammaticalized to a high degree, and it does demonstrate both the morphology and syntax of central modal verbs.

Why suave movimiento isn’t ‘smooth movement’

2016 ◽  
Vol 16 (1) ◽  
pp. 118-132 ◽  
Author(s):  
Karen Sullivan
Keyword(s):  
The Other ◽  
Cluster Analyses ◽  
Other Hand ◽  
Smooth Motion ◽  
British National Corpus ◽  
Smooth Movement ◽  
National Corpus

Spanish suave is sometimes translated as English smooth or soft. In cluster analyses of data from the British National Corpus and the Corpus del Español, senses of suave are found to align in some ways with smooth, in other respects with soft, and sometimes with neither adjective. For instance, the ‘quiet’ sense of soft in soft noise is related to the ‘gentle’ sense in soft caress. The ‘quiet’ sense of suave is similarly related to a ‘gentle’ sense. On the other hand, both smooth election and suave transición ‘suave transition’ indicate an easy process, but smooth in smooth election clusters with the sense in smooth motion, whereas suave in suave transición clusters with the sense in suave velo ‘suave veil’. That is, a smooth election is ‘easy’ in the manner of an unobstructed motion, whereas a suave transición is ‘easy’ to deal with, like a lightweight burden.

scholarly journals A Corpora-based Analysis of You must and You have to

2021 ◽  
Vol 5 (3) ◽  
pp. p39
Author(s):  
Namkil Kang
Keyword(s):  
American English ◽  
The Other ◽  
Other Hand ◽  
Depth Analysis ◽  
British National Corpus ◽  
British People ◽  
National Corpus

The ultimate goal of this paper is to provide an in-depth analysis of the frequency of you must and you have to in the Corpus of Contemporary American English (COCA), the British National Corpus (BNC), and the Corpus of Historical American English (COHA). The COCA clearly shows that you have to may be the preferable one for Americans. When it comes to the genre frequency of you must and you have to, you must is the most frequently used one in the TV/movie genre and you have to is the most commonly used one in the blog genre. The BNC indicates, on the other hand, that you have to may be preferred over you must by British people. The BNC clearly shows that in the fiction genre, you must is the most widely used one, whereas in the spoken genre, you have to is the most frequently used one. This paper argues that the expression you must know is the most preferred by Americans, followed by you must go, you must understand, you must think, and you must take, in that order. This paper further argues that the expression you have to go is the most preferred one in America, followed by you have to get, you have to say, you have to make, and you have to take, in that order. Additionally, the BNC shows that the expression you must know is the most preferred by British people, followed by you must provide, you must go, you must get, and you must take, in that order. The BNC indicates, on the other hand, that the expression you have to go is the most preferred by British people, followed by you have to pay, you have to get, you have to take, and you have to make, in that order. Finally, the COHA clearly shows that you have to may have been the most preferable one for Americans in 1930, whereas you have to may have been the most preferable one for Americans in 2000.

scholarly journals A Corpora-based Analysis of I was used to, I got used to, and I became used to

2021 ◽  
Vol 9 (4) ◽  
pp. p21
Author(s):  
Namkil Kang
Keyword(s):  
American English ◽  
The Other ◽  
Other Hand ◽  
Depth Analysis ◽  
British National Corpus ◽  
British People ◽  
National Corpus

The goal of this paper is to provide an in-depth analysis of the frequency of I was used to, I got used to, and I became used to in the Corpus of Contemporary American English and the British National Corpus. The COCA clearly shows that I was used to may be the most preferable one for Americans, followed by I got used to, and I became used to, in that order. When it comes to the genre frequency of the COCA, it is interesting to note that in the fiction genre, I was used to may be the most commonly used one. The BNC clearly indicates, on the other hand, that I was used to may be the most preferred by British people, followed by I got used to, and I became used to. With respect to the genre frequency of the BNC, it is interesting to note that in the fiction genre, I was used to may be the most widely used. When it comes to the frequency of was used to and nouns, the expression was used to measure is the most preferable one for Americans, followed by was used to people, was used to rate, was used to power, was used to fuel, was used to group, and was used to film. With respect to the frequency of was used to and gerunds, the expression was used to being is the most preferable one for Americans, followed by was used to seeing, was used to having, was used to getting, was used to doing, was used to doing, was used to working, was used to hearing, and was used to going, in that order. Additionally, the COCA shows that got used to life and got used to things are the most preferred ones in America, followed by got used to people, and got used to weapons (got used to walking, got used to violence, got used to name calling), in that order. The COCA also indicates that got used to being is the most preferable one for Americans, followed by got used to seeing, got used to having, got used to hearing, got used to wearing, got used to living, and got used to using (got used to doing). The COCA further shows that became used to seeing is the most preferred by Americans and followed by became used to writing (became used to tying, became used to talking).

scholarly journals The Usage of CAUSE in Three Branches of Science

2016 ◽  
Vol 6 (2) ◽  
pp. 109
Author(s):  
Bei Yang ◽  
Bin Chen
Keyword(s):  
Social Science ◽  
Language Learning ◽  
Academic Writing ◽  
Applied Science ◽  
Human Beings ◽  
Pure Science ◽  
Research Findings ◽  
British National Corpus ◽  
Semantic Prosody ◽  
National Corpus

<p>Semantic prosody is a concept that has been subject to considerable criticism and debate. One big concern is to what extent semantic prosody is domain or register-related. Previous studies reach the agreement that CAUSE has an overwhelmingly negative meaning in general English. Its semantic prosody remains controversial in academic writing, however, because of the size and register of the corpus used in different studies. In order to minimize the role that corpus choice has to play in determining the research findings, this paper uses sub-corpora from the British National Corpus to investigate the usage of CAUSE in different types of scientific writing. The results show that the occurrence of CAUSE is the highest in social science, less frequent in applied science, and the lowest in natural and pure science. Its semantic prosody is overwhelmingly negative in social science and applied science, and mainly neutral in natural and pure science. It seems that the verb CAUSE lacks its normal negative semantic prosody in contexts that do not refer to human beings. The implications of the findings for language learning are also discussed.</p>

scholarly journals Ideas for integrating meaningful immediate repetition tasks in the English as an additional language classroom: promoting fluency

2019 ◽  
Vol 10 (2) ◽  
pp. 32988
Author(s):  
Rafael Zaccaron
Keyword(s):  
Language Learning ◽  
Language Teaching ◽  
The Other ◽  
Teaching Approaches ◽  
The Core ◽  
Contemporary Research ◽  
Other Hand ◽  
Language Classroom ◽  
Speaking Skill

Although repetition is at the core of many different approaches to language learning, either implicitly or not, using this pedagogic practice in the additional language classroom is still negatively perceived by some teachers (Bygate and Samuda, 2005). For contemporary research, on the other hand, the use ofrepetition is not incongruous with communicative additional language teaching approaches that bring the use of tasks to the forefront. The use of immediate repeated tasks can benefit learners because it allows the possibility of repeating slightly altered tasks in a meaningful way. Bearing this in mind, this paper describes three immediate repetition tasks that focus on the speaking skill aiming at developing both fluency and accuracy. All are inherently suited for the additional language classroom and can be easily adapted to better suit specific contexts.

Intonation and Language Learning: The Necessity for an Integrative Approach

1979 ◽  
Vol 1 (2) ◽  
pp. 25-36
Author(s):  
Christoph Gutknecht
Keyword(s):  
Language Learning ◽  
Applied Linguistics ◽  
The Other ◽  
Integrative Approach ◽  
Other Hand ◽  
Terminological Confusion

1. The discrepancy between the goals and reality of applied linguistics as an integrative discipline can be recognized most clearly in the field of intonation, prosody, and para- and extra-linguistic phenomena, since the area covered by these phenomena intrudes into many disciplines (e.g., medicine, psychology, physics, musicology, phonetics, linguistics and pedagogy). It is generally agreed that these phenomena have to be regarded in their manifold interrelations. On the other hand there seems to be very little agreement among authors in their attempts to delimit and define these phenomena. The result is simply complete terminological confusion.

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