The present study investigates the effects of congruency and frequency on adjective-noun collocational processing for Chinese learners of English at two proficiency levels based on the data obtained in an online accep...The present study investigates the effects of congruency and frequency on adjective-noun collocational processing for Chinese learners of English at two proficiency levels based on the data obtained in an online acceptability judgment task.The subject pool of this research included 60 English majors studying at a university in China;30 were selected as a higher-proficiency group and 30 as a lower-proficiency group according to their Vocabulary Levels Test(Schmitt et al.,2001)scores and their self-reported proficiency in English.The experimental materials were programmed to E-prime 2.0 and included six types of collocations:(1)15 high-frequency congruent collocations,(2)15 low-frequency congruent collocations,(3)15 high-frequency incongruent collocations,(4)15 low-frequency incongruent collocations,(5)15 Chinese-only items,and(6)75 unrelated items for baseline data.The collected response times(RTs)and accuracy rates data were statistically analyzed by the use of an ANOVA test and pairwise comparisons through SPSS 16.0 software.The results revealed that:(1)the adjective-noun collocational processing of Chinese English learners is influenced by collocational frequency,congruency and L2 proficiency;(2)the processing time is affected by the interaction of congruency and frequency;and(3)the interactive effect of L2 proficiency in conjunction with congruency and frequency also influences the processing quality.展开更多
Fluency on oral English has always been the goal of Chinese English learners. Language corpuses offer great convenience to language researches. Prefabricated chunks are a great help for learners to achieve oral Englis...Fluency on oral English has always been the goal of Chinese English learners. Language corpuses offer great convenience to language researches. Prefabricated chunks are a great help for learners to achieve oral English fluency. With the help of computer software, chunks in SECCL are categorized. The conclusion is in the process of chunks acquiring, emphasis should be on content-related chunks, especially specific topic-related ones. One effective way to gain topic-related chunks is to build topic-related English corpus of native speakers.展开更多
1.national【考点精练】根据句意,用nation的适当形式填空。1. October 1st is our ( )Day.2.These( ) come from America.3.Each( )has a flag of its own.【词义用法】1.National 2.nationals 3.nation。national作形容...1.national【考点精练】根据句意,用nation的适当形式填空。1. October 1st is our ( )Day.2.These( ) come from America.3.Each( )has a flag of its own.【词义用法】1.National 2.nationals 3.nation。national作形容词,意为“国家的、民族的”。national作名词,意为“(侨居在国外的)国民、侨民”。展开更多
English is considered as Arab students' second language which is not used frequently in their daily conversations. Since writing in English is a challenging experience for Omani students, errors in grammar and senten...English is considered as Arab students' second language which is not used frequently in their daily conversations. Since writing in English is a challenging experience for Omani students, errors in grammar and sentence structures were identified in bridging language courses (foundation level 2) in the field of ESL (English as a Second Language}. Learners' errors were considered positively as the best sources to identify students' limitations in English writing. The present study investigates the structure errors of Omani students' writings in English in foundation level 2 at Arab Open University. The focal aim is to study the errors that Ornani students commit when they are using adjectives + nouns, indefinite articles, and subordinate conjunction "because". Results show that Omani students committed the following common errors: misplacement of adjectives, omission of the indefinite articles, and wrong structure of the subordinate conjunction (because). The prime aim of this study is to examine the students' aforementioned structural errors which are the result of the interference of their mother-tongue. In order to achieve these aims, students were asked to write two different topics. Finally, this research suggests further recommendations for further studies which might ameliorate students' learning by adopting appropriate strategies for teaching.展开更多
This paper is a qualitative study of how and why English teachers in military academy use personal pronoun I and inclusive and exclusive we. Through analysis of teachers' use of/and we in the taped videos, some diffe...This paper is a qualitative study of how and why English teachers in military academy use personal pronoun I and inclusive and exclusive we. Through analysis of teachers' use of/and we in the taped videos, some differences in the frequency use of inclusive we and exclusive we have been found and a number of effects the inclusive pronouns create are illustrated. Specifically, the paper reveals how 1 and we help teachers create a sense of authority in the classroom, showing how teachers are aligning with the students. Inclusive pronouns can act as a positive politeness device by imparting knowledge, organizing the contents, and highlighting the important and difficult points. It is noticed that there is fuzziness between inclusive personal pronoun and exclusive pronoun, which can be manipulated by the teacher to create authority or closeness with students.展开更多
The study investigates the literal and non-literal uses of nine dimension adjectives in academic speaking and writing based on MICASE as an academic speaking corpus and Hyland as an academic writing corpus.The nine di...The study investigates the literal and non-literal uses of nine dimension adjectives in academic speaking and writing based on MICASE as an academic speaking corpus and Hyland as an academic writing corpus.The nine dimension adjectives are.broad,deep,high,long,low,narrow,short,tall,and wide.The results show that all the nine dimension adjectives have been used in literal sense.Except for tall,all the nine adjectives are more frequently used in metaphorical sense than in literal sense.A specific study is made on their non-literal use with regard to their semantic features.展开更多
文摘The present study investigates the effects of congruency and frequency on adjective-noun collocational processing for Chinese learners of English at two proficiency levels based on the data obtained in an online acceptability judgment task.The subject pool of this research included 60 English majors studying at a university in China;30 were selected as a higher-proficiency group and 30 as a lower-proficiency group according to their Vocabulary Levels Test(Schmitt et al.,2001)scores and their self-reported proficiency in English.The experimental materials were programmed to E-prime 2.0 and included six types of collocations:(1)15 high-frequency congruent collocations,(2)15 low-frequency congruent collocations,(3)15 high-frequency incongruent collocations,(4)15 low-frequency incongruent collocations,(5)15 Chinese-only items,and(6)75 unrelated items for baseline data.The collected response times(RTs)and accuracy rates data were statistically analyzed by the use of an ANOVA test and pairwise comparisons through SPSS 16.0 software.The results revealed that:(1)the adjective-noun collocational processing of Chinese English learners is influenced by collocational frequency,congruency and L2 proficiency;(2)the processing time is affected by the interaction of congruency and frequency;and(3)the interactive effect of L2 proficiency in conjunction with congruency and frequency also influences the processing quality.
文摘Fluency on oral English has always been the goal of Chinese English learners. Language corpuses offer great convenience to language researches. Prefabricated chunks are a great help for learners to achieve oral English fluency. With the help of computer software, chunks in SECCL are categorized. The conclusion is in the process of chunks acquiring, emphasis should be on content-related chunks, especially specific topic-related ones. One effective way to gain topic-related chunks is to build topic-related English corpus of native speakers.
文摘1.national【考点精练】根据句意,用nation的适当形式填空。1. October 1st is our ( )Day.2.These( ) come from America.3.Each( )has a flag of its own.【词义用法】1.National 2.nationals 3.nation。national作形容词,意为“国家的、民族的”。national作名词,意为“(侨居在国外的)国民、侨民”。
文摘English is considered as Arab students' second language which is not used frequently in their daily conversations. Since writing in English is a challenging experience for Omani students, errors in grammar and sentence structures were identified in bridging language courses (foundation level 2) in the field of ESL (English as a Second Language}. Learners' errors were considered positively as the best sources to identify students' limitations in English writing. The present study investigates the structure errors of Omani students' writings in English in foundation level 2 at Arab Open University. The focal aim is to study the errors that Ornani students commit when they are using adjectives + nouns, indefinite articles, and subordinate conjunction "because". Results show that Omani students committed the following common errors: misplacement of adjectives, omission of the indefinite articles, and wrong structure of the subordinate conjunction (because). The prime aim of this study is to examine the students' aforementioned structural errors which are the result of the interference of their mother-tongue. In order to achieve these aims, students were asked to write two different topics. Finally, this research suggests further recommendations for further studies which might ameliorate students' learning by adopting appropriate strategies for teaching.
文摘This paper is a qualitative study of how and why English teachers in military academy use personal pronoun I and inclusive and exclusive we. Through analysis of teachers' use of/and we in the taped videos, some differences in the frequency use of inclusive we and exclusive we have been found and a number of effects the inclusive pronouns create are illustrated. Specifically, the paper reveals how 1 and we help teachers create a sense of authority in the classroom, showing how teachers are aligning with the students. Inclusive pronouns can act as a positive politeness device by imparting knowledge, organizing the contents, and highlighting the important and difficult points. It is noticed that there is fuzziness between inclusive personal pronoun and exclusive pronoun, which can be manipulated by the teacher to create authority or closeness with students.
文摘The study investigates the literal and non-literal uses of nine dimension adjectives in academic speaking and writing based on MICASE as an academic speaking corpus and Hyland as an academic writing corpus.The nine dimension adjectives are.broad,deep,high,long,low,narrow,short,tall,and wide.The results show that all the nine dimension adjectives have been used in literal sense.Except for tall,all the nine adjectives are more frequently used in metaphorical sense than in literal sense.A specific study is made on their non-literal use with regard to their semantic features.