Give constructions in Korean EFL learner writing
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Yunjung Nam
Abstract
This study aims to investigate constructions of the verb give used by Korean EFL learners, along with an in-depth analysis of ditransitive use and L1 influences. The use of give in a Korean EFL learner corpus and a reference native speaker corpus is analyzed in terms of different construction types and their frequencies. In-depth analysis of ditransitive use of give was conducted using three factors: pronominality, weight, and semantic classes. L1 influence was discussed and a Korean language corpus was used to provide evidence to strengthen the arguments. This study concludes with the discussion of limitations, and future directions for understanding Korean EFL learners’ developmental trajectory of construction acquisition within the usage-based framework.
Abstract
This study aims to investigate constructions of the verb give used by Korean EFL learners, along with an in-depth analysis of ditransitive use and L1 influences. The use of give in a Korean EFL learner corpus and a reference native speaker corpus is analyzed in terms of different construction types and their frequencies. In-depth analysis of ditransitive use of give was conducted using three factors: pronominality, weight, and semantic classes. L1 influence was discussed and a Korean language corpus was used to provide evidence to strengthen the arguments. This study concludes with the discussion of limitations, and future directions for understanding Korean EFL learners’ developmental trajectory of construction acquisition within the usage-based framework.
Chapters in this book
- Prelim pages i
- Table of contents v
- Introduction 1
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Part I. Focus on writer expertise and nativeness status
- A corpus-based study of academic word use in EFL student writing 9
- Give constructions in Korean EFL learner writing 33
- A corpus-based exploration of constructions in written academic English as a lingua franca 59
- The influence of sources on First-Year Composition L1 student writing 89
- Students’ use of lexical bundles 115
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Part II. Focus on disciplinary variation
- Combining rhetorical move analysis with multi-dimensional analysis 137
- Lexical bundles across disciplines 169
- Lexical bundles as reflections of disciplinary norms in Spanish and English literary criticism, history, and psychology research 183
- Adjectives as nominal pre-modifiers in chemistry and applied linguistics research articles 205
- The use of lexical patterns in engineering 227
- Stance in unpublished student writing 255
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Part III. Focus on register variation
- P-frames and rhetorical moves in applied linguistics conference abstracts 281
- Stand-alone literature reviews 307
- A multi-dimensional view of collocations in academic writing 333
- Name index 355
- Subject index 357
Chapters in this book
- Prelim pages i
- Table of contents v
- Introduction 1
-
Part I. Focus on writer expertise and nativeness status
- A corpus-based study of academic word use in EFL student writing 9
- Give constructions in Korean EFL learner writing 33
- A corpus-based exploration of constructions in written academic English as a lingua franca 59
- The influence of sources on First-Year Composition L1 student writing 89
- Students’ use of lexical bundles 115
-
Part II. Focus on disciplinary variation
- Combining rhetorical move analysis with multi-dimensional analysis 137
- Lexical bundles across disciplines 169
- Lexical bundles as reflections of disciplinary norms in Spanish and English literary criticism, history, and psychology research 183
- Adjectives as nominal pre-modifiers in chemistry and applied linguistics research articles 205
- The use of lexical patterns in engineering 227
- Stance in unpublished student writing 255
-
Part III. Focus on register variation
- P-frames and rhetorical moves in applied linguistics conference abstracts 281
- Stand-alone literature reviews 307
- A multi-dimensional view of collocations in academic writing 333
- Name index 355
- Subject index 357
