Lexical Priming

Hoey, Michael

doi:10.4324/9780203327630

Cited by 363 publications

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“…The theoretical discussion of findings from the study is framed within Hoey's (2005) lexical priming. Central to the theory is Hoey's claim that for both first language (L1) and second language (L2) users, each and every word is "primed" (p.…”

Section: Introductionmentioning

confidence: 99%

“…We hypothesise that one reason for this higher usage is the influence of secondary school teaching materials in mainland China prior to UK university study and examine a set of model texts from the English paper in the Chinese university entrance test, selected as these texts comprise much of the teaching material in the final year of secondary education. We argue that Chinese students are "primed" (Hoey, 2005) to favour particular linking adverbials, to disregard issues of informality, and to prefer sentence-initial positioning. It is hoped that the reported findings will challenge English language teachers and textbook writers to consider the requirements of writing within the academy.…”

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confidence: 99%

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Besides … on the other hand: Using a corpus approach to explore the influence of teaching materials on Chinese students’ use of linking adverbials

Leedham

Cai

2013

Journal of Second Language Writing

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Studies conducted on first and second language student writing in English have pointed to the latter group's high use of features such as informal language, pronouns, and linking adverbials, yet few studies have been conducted on assessed undergraduate writing produced within an English-speaking environment. This paper reports findings from a corpus study of Chinese and British students' writing in UK universities, confirming that a key area of difference is the Chinese students' higher use of particular linking adverbials (e.g., besides, on the other hand). We hypothesise that one reason for this higher usage is the influence of secondary school teaching materials in mainland China prior to UK university study and examine a set of model texts from the English paper in the Chinese university entrance test, selected as these texts comprise much of the teaching material in the final year of secondary education. We argue that Chinese students are "primed" (Hoey, 2005) to favour particular linking adverbials, to disregard issues of informality, and to prefer sentence-initial positioning. It is hoped that the reported findings will challenge English language teachers and textbook writers to consider the requirements of writing within the academy.Keywords: Chinese students; teaching materials; corpus linguistics; linking adverbials; intensive reading lesson; National Matriculation Test. 2 IntroductionStudents from China are increasingly choosing to study at undergraduate level in English-speaking countries; in the UK, Chinese people now comprise the "largest single overseas student group" with more than 90,000 Chinese students engaged in learning in the UK (the British Council, 2011). However, relatively few large-scale studies have been carried out on the assessed undergraduate writing of this group within English-speaking contexts; instead, the majority of large-scale studies of both Chinese 1 students' writing and non-native speaker (NNS 2 ) student writing in general have been corpus studies concentrating on data sets of unassessed, extremely short, argumentative essays collected mainly from non-UK universities. While these "learner corpus" studies have yielded useful insights into L2English students' writing, it is unclear how far the findings can be extended to longer pieces of assessed writing.A common assertion of learner corpus studies is that NNSs "overuse," "under- English-speaking context, and this paper aims to address this gap. The dataset for 1 While it is recognised that the term 'Chinese students' refers to a range of geographical locations, dialects and ethnic groups, the majority of students in the study are from the PRC. Moreover, the contextual data in the corpus used in this study (BAWE) details only the student's self-proclaimed L1 (for many Chinese students this is simply 'Chinese'), and does not request information on perceived ethnicity. The group termed 'L1 English' or 'British' students gave English as their L1 and undertook all or most of their secondary education in the UK. 2 In this pap...

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Section: Introductionmentioning

confidence: 99%

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confidence: 99%

Besides … on the other hand: Using a corpus approach to explore the influence of teaching materials on Chinese students’ use of linking adverbials

Leedham

Cai

2013

Journal of Second Language Writing

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“…(2) Ultimately, any discourse rests upon a large network of associations, where each one activates a number of others (cf. Hoey 2005), that produces social meaning through multiple cross-associations. These cross-associations, however, cannot be observed even with careful reading of source documents, but need to be analysed using a tool that allows simultaneous multiple comparisons of word frequencies and co-occurrences.…”

Section: Collocation Network and Swearing In English: A Case Studymentioning

confidence: 99%

Collocations in context

Březina

McEnery²,

Wattam³

2015

IJCL

410

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The idea that text in a particular field of discourse is organized into lexical patterns, which can be visualized as networks of words that collocate with each other, was originally proposed by Phillips (1983). This idea has important theoretical implications for our understanding of the relationship between the lexis and the text and (ultimately) between the text and the discourse community/ the mind of the speaker. Although the approaches to date have offered different possibilities for constructing collocation networks, we argue that they have not yet successfully operationalized some of the desired features of such networks. In this study, we revisit the concept of collocation networks and introduce GraphColl, a new tool developed by the authors that builds collocation networks from user-defined corpora. In a case study using data from McEnery's (2006a) study of the Society for the Reformation of Manners Corpus (SRMC), we demonstrate that collocation networks provide important insights into meaning relationships in language.

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“…First, Sinclair (e.g., 1970Sinclair (e.g., , 1991Sinclair (e.g., , 2004, Hoey (1991aHoey ( , 2001Hoey ( , 2005 and other scholars in the British tradition have stuck to a bottom-up methodology to investigate lexical organization into patterns (i.e., nets and bonds) in text. Second, Mann andThompson (1988, 1992), Matthiessen & Bateman (1992), and Webster (2002Webster ( , 2014, for example, introduced into, and conducted in, SFL a top-down procedure called Rhetorical Structure Theory (RST) for demonstrating text structures with various layers.…”

Section: Introductionmentioning

confidence: 99%

English Morphemic Constituents Working for Discourse Wording: Extending Rank Scale from “Clause (Complex)” up to “Text (Type)”

Peng¹

2016

IJEL

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This paper aims to elaborate Halliday's observation of "text as wording" alongside the already accepted view of "text as meaning" and, accordingly, to address two interrelated issues: (i) how morphemic options work for such grammatical units as words, groups / phrases, clauses, clause complexes and even text; and (ii) how they simultaneously create text wording apart from text meaning, the two being in complementarity, with wording as the main concern. The author first illustrates the grammatical and contextual functions morphemes serve for making text process as well as those units below. Next, it carries out a case study of a sample text to observe two aspects of the present issue: (i) the selections of relevant morphemic tense options, with a few lexical items, to construct their wording textures of discourse; and (ii) the underlying accumulations of identical categories into their expanding temporality domains on the one hand and the integrations and contractions into a meaning unit of the whole text on the other, both processes being visualised as two cones in opposite directions, with the two butts joint to form a spindle, a 3-dimensional model of text as "socio-semantic unit", a project to be further run.

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Lexical Priming

Cited by 363 publications

References 0 publications

Besides … on the other hand: Using a corpus approach to explore the influence of teaching materials on Chinese students’ use of linking adverbials

Besides … on the other hand: Using a corpus approach to explore the influence of teaching materials on Chinese students’ use of linking adverbials

Collocations in context

English Morphemic Constituents Working for Discourse Wording: Extending Rank Scale from “Clause (Complex)” up to “Text (Type)”

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