scholarly journals Lexical Bundles in Argumentative and Narrative Writings by Chinese EFL Learners

2017 ◽  
Vol 7 (3) ◽  
pp. 58
Author(s):  
Yanfeng Yang
Keyword(s):  
Building Blocks ◽  
The Other ◽  
Functional Categories ◽  
Lexical Bundles ◽  
Efl Learners ◽  
Text Type ◽  
Text Types ◽  
Functional Patterns ◽  
Referential Expressions ◽  
Selection Of

Previous studies have shown that lexical bundles are important building blocks of discourse and a significant component of fluent linguistic production. However, little research was found to investigate lexical bundles in narrative writings, a basic text type on which the other text types (discourses) build upon. The present study tries to fill the gap and investigates lexical bundles in argumentative and narrative writings by Chinese EFL learners. The lexical bundles were retrieved by kfNgram and then manually refined and classified into structural and functional categories respectively based on Biber et al.’s (1999) and Biber et al.’s (2003) frameworks. The findings show that (1) students used much more four-word bundles in argumentative writings than those in narrative writings; (2) no big difference was found in the structural patterns of the four-word lexical bundles used by the students across the two text types; (3) students relied much more on stance bundles than the other functional types of bundles in their argumentative writings, while they turned to referential expressions other than stance bundles or discourse organizers in their narrative writings. The functional purposes of various discourses explain the students’ selection of different functional patterns across the text type.

The role of text type and strategy use in L2 lexical inferencing

2018 ◽  
Vol 56 (2) ◽  
pp. 231-252
Author(s):  
Ming-yueh Shen
Keyword(s):  
Strategy Use ◽  
Text Structure ◽  
Expository Texts ◽  
First Year ◽  
Efl Learners ◽  
Text Type ◽  
Lexical Inferencing ◽  
Text Types ◽  
Quantitative Analyses

Abstract This study aimed to determine as to whether or not the text type and strategy usage affect the EFL learners’ lexical inferencing performance. The participants were comprised of 87 first-year English majors at a technical university. Data were collected from (1) a lexical inferencing test with excerpts of narrative and expository texts, for which both multiple-choice and definition tasks were designed, respectively, and then (2) the responses from the learners’ self-reported strategy usage. The quantitative analyses demonstrated that the text types significantly affected the EFL learners’ lexical inferencing performance, in which the EFL learners performed better for the narrative excerpt than for the expository texts. However, significant coefficients between the strategy use and the lexical inferencing performance were not found in this study. The results further implied that the text structure and the lexical inferencing strategies should be explicitly taught to the EFL learners.

Pre-task planning and discourse cohesion: Analysis of Chinese EFL learners’ referential use in oral narratives

2019 ◽  
pp. 136216881988389
Author(s):  
Jie Qin ◽  
Yan Zhang
Keyword(s):  
Production Model ◽  
Oral Narratives ◽  
Planning Time ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Referential Use ◽  
Referential Expressions ◽  
Task Conditions ◽  
The Impact ◽  
Selection Of

While the research on pretask planning has concentrated on its effects on learners’ task performance in terms of fluency, accuracy, and complexity, its possible influence on the overall discourse level, such as discourse management and coherence, has been largely ignored. The present study addresses the inadequacy by uncovering the potential effects of pretask planning on Chinese EFL (English as a foreign language) learners’ selection of referential expressions in oral narratives. Fifty-six intermediate-level learners were tasked with retelling the story of Modern Times under one of two conditions, that is, either with 10-minutes strategic planning or without any planning time. An additional 25 native speakers (NSs) also narrated the same story under the same task conditions. Their narratives were audio recorded, transcribed, and coded based on a coding scheme that distinguished the roles of characters, types of reference, and discursive status of reference. A combination of statistical analysis and discourse analysis showed that (1) compared with NSs, the EFL learners were overexplicit in using noun phrases and proper names to refer to singular characters, but not so in joint reference to the major characters; and (2) pretask planning facilitated more target-like selection of referential expressions when major characters were referred to, although it did not bring the learners’ performance up to NS standards. However, the impact of planning time on referential use seemed to be moderated by the role prominence. These findings were explained within the framework of Levelt’s speech production model and Skehan’s Limited Attentional Capacity Hypothesis.

Words from Bononia Legal Corpus

2001 ◽  
Vol 6 (3) ◽  
pp. 13-34
Author(s):  
Rema Rossini Favretti ◽  
F. Tamburini ◽  
E. Martelli
Keyword(s):  
Conceptual Framework ◽  
Case Studies ◽  
The Other ◽  
Research Project ◽  
European Legislation ◽  
Corpus Design ◽  
Text Types ◽  
International Transactions ◽  
Machine Readable ◽  
Selection Of

The analysis of special multilingual corpora is still in its infancy, but it may serve a particularly important role for the directions it offers both in cross-linguistic investigation and in the selection of the most typical features of text types and genres. To exemplify the information which can be obtained from corpus evidence, the paper reports on an on-going corpus-driven research project, named Bononia Legal Corpus (BOLC). The main aim of BOLC is to build multilingual machine readable law corpora. Data are at present limited to English and Italian, but an extension is envisaged to include other languages. Before the first sample, a preliminary pilot corpus was constructed to consider European legislation and create a conceptual framework to be used as a first-level experience. In the paper, sections 2 and 3 describe the corpus design and formatting as well as the corpus access tools. Sections 4 and 5 discuss two case studies and analyse two semantic areas which can be seen as two ends of the same variational continuum. At one end, we consider the words contratto and contract, which through the extension of international transactions and circulation may be supposed to have acquired transnational traits. At the other, we focus on a semantic area which may be expected to present translation problems for the differences existing in the two socio-institutional systems. Reference is made to the English words tax and duty and to the Italian words tassa and imposta.

The Concept of Text Type and Its Relevance to Translator Training1

Target ◽  
2000 ◽  
Vol 12 (2) ◽  
pp. 283-295 ◽  
Author(s):  
Isabel García Izquierdo
Keyword(s):  
Mother Tongue ◽  
The Other ◽  
First Year ◽  
Classroom Activity ◽  
Correct Interpretation ◽  
Paper Briefly ◽  
First Year Students ◽  
Text Type ◽  
Text Types ◽  
The One

Abstract The aim of this paper is to show the relevance that a correct interpretation of text types in the mother tongue has for the correct development of the translating activity by translator trainees. This paper briefly analyzes the results of a classroom activity in which students were asked to identify the text-type ascription of two texts. They were first-year students in the Translation and Interpreting program at the Jaume I University in Castellón (Spain). The results confirm, on the one hand, existing differences in the comprehension and interpretation of text types and, on the other hand, that the confusion that exists in practice between the concepts of text type and genre (Hatim and Mason 1990) may also be observed in the case of these students.

scholarly journals Pronominal anaphoric strategies in the West Saxon dialect of Old English

2017 ◽  
Vol 21 (2) ◽  
pp. 381-408 ◽  
Author(s):  
MARCELLE COLE
Keyword(s):  
Old English ◽  
Historical Data ◽  
Personal Pronoun ◽  
The West ◽  
Text Type ◽  
Demonstrative Pronoun ◽  
Text Types ◽  
Additional Support ◽  
Selection Of

Building on previous studies that have discussed pronominal referencing in Old English (Traugott 1992; van Gelderen 2013; van Kemenade & Los 2017), the present study analyses the pronominal anaphoric strategies of the West Saxon dialect of Old English based on a quantitative and qualitative study of personal and demonstrative pronoun usage across a selection of late (postc. AD 900) Old English prose text types. The historical data discussed in the present study provide important additional support for modern cognitive and psycholinguistic theory. In line with the cognitive/psycholinguistic literature on the distribution of pronouns in Modern German (Bosch & Umbach 2007), the information-structural properties of referents rather than the grammatical role of the pronoun's antecedent most accurately explain the personal pronoun vs demonstrative pronoun contrast in the West Saxon dialect of Old English. The findings also highlight how issues pertaining to style, such as the author–writer relationship, text type, subject matter and the conventionalism propagated by text tradition, influence anaphoric strategies in Old English.

scholarly journals De ballingschap van de Byzantijnse tekst

1994 ◽  
Vol 28 (3) ◽  
Author(s):  
J. Van Bruggen
Keyword(s):  
New Testament ◽  
The Other ◽  
Original Text ◽  
Ancient Text ◽  
Text Type ◽  
Text Types ◽  
The New Testament

For more than a century the Byzantine Text-type has been in exile. Mean­while, endeavours to re-establish the original text of the New Testament have not succeeded. The question thus arises whether it is necessary to keep the banished text silent forever. This article describes the revival of a plea for listening also to the Byzantine Text-type in restoring the ancient text. Arguments against this text in exile are evaluated. Two points in favour of the banished text are introduced: 1. Its readings are nearly always supported by one or more of the other text-types: why should the accom­plices go scot-free? 2. Its readings have more than once the flavour of authenticity: why should we leave innocent readings in exile?

中学校英語教科書のジャンル・テキストタイプ分析 A Genre/Text-Type Analysis of Junior High School English Textbooks

2012 ◽  
Vol 34 (2) ◽  
pp. 209
Author(s):  
Hideki Sakai ◽  
Junichi Wada
Keyword(s):  
High School ◽  
High Schools ◽  
Junior High School ◽  
Junior High ◽  
Junior High Schools ◽  
The Other ◽  
Text Type ◽  
Sports Science ◽  
Text Types ◽  
Discourse Organization

2012年から実施される中学校学習指導要領（文部科学省, 2008）によれば、まとまりのある英語に焦点をあてて指導することが明記されている。まとまりのある英語とは、「一つのテーマに沿って話されたものや内容に一貫性のあるものなどを示している。例えば、スピーチや機内アナウンス、天気予報などが挙げられる。」(p. 12) と説明されている。そこで、平成18年度版中学校英語教科書にどのようなまとまりのある英語が扱われているのかを調べた。分析の結果、比較的多様なジャンル・テキストタイプが用いられていることがわかった。また、社会的行為や目的が明確でない基本的なジャンル・テキストタイプも見られた。頻度の高いジャンル・テキストタイプは、会話、スピーチ、自己紹介、放送、散文、電子メール、手紙、ウェブサイトであった。6社の教科書すべてで扱われているジャンル・テキストタイプは少なかった。これらの分析結果に基づき、教育的示唆を行った。 The purpose of this study is to obtain information about EFL teaching materials used in Japanese junior high schools by analyzing textbooks in terms of genre/text types, one aspect of discourse organization. This study was motivated by the growing recognition of the importance of teaching discourse organization. For example, the new Course of Study (Monbukagakusho, i.e., the Ministry of Education, Culture, Sports, Science and Technology, 2008) is now emphasizing discourse organization. Furthermore, Grabe and Stoller (2002) suggested that it is necessary to teach discourse organization because of inherent differences in L1 and L2 reading processes and reading situations. They also pointed out that features of discourse organization and social expectations in a particular genre may differ among cultures and thus argued that raising L2 learners’ awareness about discourse organization is important. Moreover, in light of these points, it is clear that an analysis of textbooks used as the main materials for EFL education in junior high schools will be beneficial for junior high school EFL teachers. As far as we know, no previous studies have analyzed such textbooks in terms of genre/text types. In this study, we posited two research questions as follows: (a) What types of genre/text types are utilized in junior high school EFL textbooks? and (b) How often does each genre/text type appear? We analyzed 18 government-authorized EFL textbooks (six titles, each consisting of three books for three grades). To analyze the textbooks, we proceeded as follows: We made a basic list of genre/text types based on previous studies. We each coded two textbooks independently. We made a list of genre/text types through actual coding of those textbooks. We each coded one book using that list of genre/text types. Our agreement reached 97.6%. One or the other of us coded all the other books. We discussed the codes and made final decisions about coding. The results show that a variety of genre/text types was used in the textbooks, including both more basic genre/text types that have less clear communicative purposes or do not show clear social behaviors, and also genre/text types that can easily and definitely be regarded as a genre. Among the genre/text types, certain types such as conversations, speeches, self-introductions, and broadcasting were frequently used for the oral modes of communication whereas stories, emails, letters, and websites were the more frequent types for the written modes of communication. The range of genre/text types was not very different among the textbooks, but the specific types covered were. On the basis of the findings, we discuss the pedagogical implications. First, taking into consideration that both more basic genre/text types as well as genre/text types with clearer communicative functions were identified, teachers can arrange the texts from basic to more complex genre/text types throughout the 3 years of EFL instruction in junior high school. Second, because the specific genre/text types covered were different among textbooks, teachers need to know which genre/text types appear in the textbooks they use. If necessary, then, teachers can create additional materials to supplement the textbooks when teaching a certain genre/text type. Lastly, teachers must be careful about the terms for describing genre/text types because those used in the textbooks themselves are very often ambiguous.

scholarly journals Text Type Classification in the Japanese Language

2012 ◽  
Vol 1 (3) ◽  
pp. 97-104
Author(s):  
Andrej BEKEŠ
Keyword(s):  
Text Classification ◽  
Systemic Functional Linguistics ◽  
The Other ◽  
Japanese Language ◽  
Text Type ◽  
Functional Linguistics ◽  
Other Hand ◽  
Text Types ◽  
Respective Field ◽  
Type Classification

This paper deals with some recent approaches to Japanese text classification within the framework of Halliday’s systemic functional linguistics. Text types differ according to the properties of their respective field, tenor and mode. Classification approaches usually center on field properties as reflected in content words and their distribution in texts. On the other hand, approaches introduced in the present paper are based on evidential-modal meanings, expressed by evidential adverbs and sentence-final auxiliary evidential-modal expressions.  

Note on Selection of Coordinate Systems for Geodynamics

1975 ◽  
Vol 26 ◽  
pp. 395-407
Author(s):  
S. Henriksen
Keyword(s):  
Sea Level ◽  
The Other ◽  
Coordinate Systems ◽  
Mean Sea Level ◽  
The Earth ◽  
The One ◽  
Static Systems ◽  
Selection Of

The first question to be answered, in seeking coordinate systems for geodynamics, is: what is geodynamics? The answer is, of course, that geodynamics is that part of geophysics which is concerned with movements of the Earth, as opposed to geostatics which is the physics of the stationary Earth. But as far as we know, there is no stationary Earth – epur sic monere. So geodynamics is actually coextensive with geophysics, and coordinate systems suitable for the one should be suitable for the other. At the present time, there are not many coordinate systems, if any, that can be identified with a static Earth. Certainly the only coordinate of aeronomic (atmospheric) interest is the height, and this is usually either as geodynamic height or as pressure. In oceanology, the most important coordinate is depth, and this, like heights in the atmosphere, is expressed as metric depth from mean sea level, as geodynamic depth, or as pressure. Only for the earth do we find “static” systems in use, ana even here there is real question as to whether the systems are dynamic or static. So it would seem that our answer to the question, of what kind, of coordinate systems are we seeking, must be that we are looking for the same systems as are used in geophysics, and these systems are dynamic in nature already – that is, their definition involvestime.

INTERFERENSI GRAMATIKAL DALAM KUMPULAN CERPEN BIARKAN AKU MEMULAI KARYA NURUL F. HUDA

2019 ◽  
Vol 1 (01) ◽  
pp. 16-23
Author(s):  
Zimmatul Liviana
Keyword(s):  
Short Stories ◽  
Data Collection ◽  
Qualitative Method ◽  
Language Variation ◽  
The Other ◽  
Qualitative Descriptive ◽  
Ofthe Object ◽  
Selection Of ◽  
Descriptive Qualitative

The research grammatical interference in a collection ofshort stories Biarkan Aku Memula iwork Nurul F. Hudaisa collection ofshort storiesset in the back that Is start work Let Nurul F. Huda contains many grammatical interference.The problem of this   study were(1)how   the various morphologi calinterference containedin   a   collection of short stories Biarkan Aku Memulai work Nurul F. Huda. (2)how the various syntactic interference contained in a collection of short stories Biarkan Aku Memulai work Nurul F. Huda. The purposeof this studyis to describe the morphological and         Syntactic interference contained in a collection of short stories Biarkan Aku Memulai work Nurul F. Huda. Sociolinguistics is the study of language variation and use in society. Interference is the event of the use of language elements of one into the other language elements that occur in the speakers themselves. This research uses descriptive qualitative method because to describe the actual realityin order to obtainan accurateand objective. Qualitative descriptive methods were used to analyzethe elements ofa word orphrase that incorporated elements of other languages with the analysis and description of the formulation of the problem is the answer. Data collection techniques using observation techniques, the determination ofthe object of research, the selection of short stories.Based on the analysis of the data in this study can be found that there are six forms of interference morphology, namely (1) the prefix nasal N-sound, (2) the addition of the suffix, (3) the exchange prefix, (4) exchange suffixes, (5) exchange konfiks, (6) removal affixes. While the syntactic interference only on the words and phrases in a sentence. The results of the study it can be concluded that the interference morphology more common than syntactic interference.

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