Tracing Developmental Changes in L2 Learners’ Structuring of Phrasal Verbs: A Corpus Study of Native and Non-native Argumentative Essays

Sung, Min-Chang; Kim, Hyun Woo

doi:10.17576/3l-2016-2202-11

Cited by 2 publications

(1 citation statement)

References 41 publications

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“…An in-depth analysis was undertaken by Arabi and Ali (2015), where they found that tertiary-level EFL students are unable to recognizably distinguish between given and new topic information within written text (Petch-Tyson, 2014;Sung & Kim, 2016), and that they demonstrate weakness in achieving coherent flow of topic information within academic text (Fitriati & Yonata, 2017). Studies have also found that tertiary-level EFL students have difficulty using certain connective discourse markers to continue given to new topic information flow within academic writing (Farnia & Barati, 2017;Nguyen Thi Thuy, 2018;Prasithrathsint, 2015;Sato, 2019).…”

Section: Introductionmentioning

confidence: 99%

Assessment by Thai academic English writing teachers of the flow of given to new topic information within academic writing

Perrodin¹

2021

J. Eng. Foreign. Lang.

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Adhering to a structured process of the flow of given to new topic information within academic written discourse is a significant challenge for most tertiary-level non-native EFL students. The progression of given to new topic information in written academic text is equally difficult for many non-native academic English writing teachers to distinguish, much less assess. This research seeks to determine if given to new information progression can be significantly identified, and explore the possibility of such topic progression being utilized as a practical form of academic writing assessment by experienced Thai tertiary teachers of academic English. Multiple Linear Regression was employed to determine the relationship between the Thai writing teachers' identification of the flow of given to new topic information and a preliminary analysis of topic information flow by a qualified native English writing teacher. The insights gained from this study show that the Thai academic English writing teachers could not significantly detect the presence of given to new topic information progression within the academic texts. The implication of this research suggests that at this time, the practical utilization of a given to new progression analysis may not be a feasible evaluative measure in written assessments for Thai academic English writing teachers.

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Section: Introductionmentioning

confidence: 99%

Assessment by Thai academic English writing teachers of the flow of given to new topic information within academic writing

Perrodin¹

2021

J. Eng. Foreign. Lang.

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Underuse of English verb–particle constructions in an L2 learner corpus: Focus on structural patterns and one-word preference

Sung

2020

Corpus Linguistics and Linguistic Theory

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This study analyzes English verb–particle constructions (VPC) in a learner and a native corpus of argumentative essays, focusing on two important factors: structural patterns of VPCs and preference for one-word verbs (e. g., delay vs. put off). The results showed that while every structural type of VPC was significantly underused by L2 learners, greater underuse was observed with discontinuous transitive VPCs (e. g., bring it back). In addition, the frequency of the most underused VPCs in the learner corpus was significantly lower than that of their one-word synonyms, indicating the learners’ strong preference for one-word verbs. Identifying these specific areas of difficulty when learning VPCs, the author explores how contrastive linguistic analyses and corpus-based quantitative approaches can collaboratively contribute to the investigation of complex interlanguage systems.

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Tracing Developmental Changes in L2 Learners’ Structuring of Phrasal Verbs: A Corpus Study of Native and Non-native Argumentative Essays

Abstract: This study investigates the production patterns of English phrasal verbs (PV) by Korean-speaking

Cited by 2 publications

References 41 publications

Assessment by Thai academic English writing teachers of the flow of given to new topic information within academic writing

Assessment by Thai academic English writing teachers of the flow of given to new topic information within academic writing

Underuse of English verb–particle constructions in an L2 learner corpus: Focus on structural patterns and one-word preference

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