This paper focuses on using language chunks in college English writing. Based on the psychological theory of memory mechanism, the linguistic theory of lexical approach, together with the analysis of students＇ compos...This paper focuses on using language chunks in college English writing. Based on the psychological theory of memory mechanism, the linguistic theory of lexical approach, together with the analysis of students＇ compositions, the author argues that writing through language chunks is effective and practicable. Methods in implementing language chunks in writing are provided as an important part in this paper.展开更多
This is a poem review which analyzes The Mill that was written by a new poet in China, looking at it from the conceptual perspective. The conceptual shift and collocation between concreteness and abstractness enable h...This is a poem review which analyzes The Mill that was written by a new poet in China, looking at it from the conceptual perspective. The conceptual shift and collocation between concreteness and abstractness enable her poems to carry both linguistic power and emotional strength; the conceptual images created by her abstract thinking and unique perception make her poems achieve originality and readability; her conceptual self built by the use of first person pronouns is actually not that of a person but that of a personified mule who was indignant about its heavy workload yet unable to speak against its predestined destiny. Although suffering from brain paralysis, the poet is shown by this review to be a sensible manipulator of words, which reveal the unique beauty in her language and show the suppressed sadness in her heart.展开更多
In recent years, there have been emergent interests in L2 learners＇ implicit lexical knowledge. Researchers employed psycholinguistic methods to investigate the online processing of formulaic sequences in L2 （idioms...In recent years, there have been emergent interests in L2 learners＇ implicit lexical knowledge. Researchers employed psycholinguistic methods to investigate the online processing of formulaic sequences in L2 （idioms and collocations） and find evidence for holistic processing of the target linguistic sequences. This paper reviews and comments on lexical bundles and related concepts, trying to make clear this well focused research area in second language acquisition （SLA）. Literature is reviewed and criticized on frequency effect in L2 learning, formulaic sequences, and implicit/explicit knowledge/learning, including their theoretical basis, methodology, and conclusion. In this paper, the author argues that sufficient practice, either receptive or productive, can turn explicit knowledge implicit, making it automatically accessed and retrieved. Suggestions on further study in lexical bundles are given.展开更多
It is difficult for L2 English learners in general, and especially Chinese learners of English, to form idiomatic collocations. This article presents a comparison of the use of intensifier-verb collocations in English...It is difficult for L2 English learners in general, and especially Chinese learners of English, to form idiomatic collocations. This article presents a comparison of the use of intensifier-verb collocations in English by native speaker students and Chinese ESL learners, paying particular attention to verbs which collocate with intensifiers. The data consisted of written production from three corpora: two of these are native English corpora: the British Academic Written English(BAWE) Corpus and Michigan Corpus of Upper-Level Student Papers(MICUSP). The third one is a recently created Chinese Learner English corpus, Ten-thousand English Compositions of Chinese Learners(TECCL).Findings suggest that Chinese learners of English produce significantly more intensifier-verb collocations than native speaker students, but that their English attests a smaller variety of intensifier-verb collocations compared with the native speakers. Moreover, Chinese learners of English use the intensifier-verb collocation types just-verb, only-verb and really-verb very frequently compared with native speaker students. As regards verb collocates, the intensifiers hardly, clearly,well, strongly and deeply collocate with semantically different verbs in native and Chinese learner English. Compared with the patterns in Chinese learner English, the intensifiers in native speaker English collocate with a more stable and restricted set of verb collocates.展开更多
Some Chinese learners of English, even though with a good command of English grammar and a large vocabulary, still make mistakes in writing sentences with respect to lexical combination and semantic well-formedness.Th...Some Chinese learners of English, even though with a good command of English grammar and a large vocabulary, still make mistakes in writing sentences with respect to lexical combination and semantic well-formedness.This paper aims to prove that there exist collocation differences across languages and discusses their effect upon English vocabulary teaching. It introduces the types of collocation and explores the factors that trigger cross-linguistic differences in collocation. We suggest that great attention to collocation be given in English vocabulary teaching.展开更多
文摘This paper focuses on using language chunks in college English writing. Based on the psychological theory of memory mechanism, the linguistic theory of lexical approach, together with the analysis of students＇ compositions, the author argues that writing through language chunks is effective and practicable. Methods in implementing language chunks in writing are provided as an important part in this paper.
文摘This is a poem review which analyzes The Mill that was written by a new poet in China, looking at it from the conceptual perspective. The conceptual shift and collocation between concreteness and abstractness enable her poems to carry both linguistic power and emotional strength; the conceptual images created by her abstract thinking and unique perception make her poems achieve originality and readability; her conceptual self built by the use of first person pronouns is actually not that of a person but that of a personified mule who was indignant about its heavy workload yet unable to speak against its predestined destiny. Although suffering from brain paralysis, the poet is shown by this review to be a sensible manipulator of words, which reveal the unique beauty in her language and show the suppressed sadness in her heart.
文摘In recent years, there have been emergent interests in L2 learners＇ implicit lexical knowledge. Researchers employed psycholinguistic methods to investigate the online processing of formulaic sequences in L2 （idioms and collocations） and find evidence for holistic processing of the target linguistic sequences. This paper reviews and comments on lexical bundles and related concepts, trying to make clear this well focused research area in second language acquisition （SLA）. Literature is reviewed and criticized on frequency effect in L2 learning, formulaic sequences, and implicit/explicit knowledge/learning, including their theoretical basis, methodology, and conclusion. In this paper, the author argues that sufficient practice, either receptive or productive, can turn explicit knowledge implicit, making it automatically accessed and retrieved. Suggestions on further study in lexical bundles are given.
文摘It is difficult for L2 English learners in general, and especially Chinese learners of English, to form idiomatic collocations. This article presents a comparison of the use of intensifier-verb collocations in English by native speaker students and Chinese ESL learners, paying particular attention to verbs which collocate with intensifiers. The data consisted of written production from three corpora: two of these are native English corpora: the British Academic Written English(BAWE) Corpus and Michigan Corpus of Upper-Level Student Papers(MICUSP). The third one is a recently created Chinese Learner English corpus, Ten-thousand English Compositions of Chinese Learners(TECCL).Findings suggest that Chinese learners of English produce significantly more intensifier-verb collocations than native speaker students, but that their English attests a smaller variety of intensifier-verb collocations compared with the native speakers. Moreover, Chinese learners of English use the intensifier-verb collocation types just-verb, only-verb and really-verb very frequently compared with native speaker students. As regards verb collocates, the intensifiers hardly, clearly,well, strongly and deeply collocate with semantically different verbs in native and Chinese learner English. Compared with the patterns in Chinese learner English, the intensifiers in native speaker English collocate with a more stable and restricted set of verb collocates.
文摘Some Chinese learners of English, even though with a good command of English grammar and a large vocabulary, still make mistakes in writing sentences with respect to lexical combination and semantic well-formedness.This paper aims to prove that there exist collocation differences across languages and discusses their effect upon English vocabulary teaching. It introduces the types of collocation and explores the factors that trigger cross-linguistic differences in collocation. We suggest that great attention to collocation be given in English vocabulary teaching.
