conduct a corpus-based study on three modal auxiliaries should‚ ought to and must with regard to their collocations‚ colligations‚ as well as semantic features in Chinese learners’ oral productions. This study reveals that Chinese learners overused should and must a great deal as compared against the native speaker data‚ while they used ought to much less frequently than native speakers. As for collocations‚ the observed frequencies of the collocates of these three modal auxiliaries‚ as shown in the two
Premium Grammatical tense English language Modal logic
study found that the Medium-level pre-service teachers made the most errors in lexical cohesion‚ reference and conjunction cohesion categories. However‚ High-level pre-service teachers made more errors in lexical cohesion‚ ellipsis and reference. Collocation proved the most difficult form of cohesion for both groups of pre-service teachers‚ while High-level pre-service teachers made more errors in ellipsis than the Medium-level pre-service teachers. Nevertheless‚ this still indicates that the pre-service
Premium Teaching English as a foreign language Language acquisition Writing
PRODUCTIVE VOCABULARY KNOWLEDGE AND EVALUATION OF ESL WRITING IN CORPUS-BASED LANGUAGE LEARNING Daehyeon Nam Submitted to the faculty of the University Graduate School in partial fulfillment of the requirements for the degree Doctor of Philosophy in the Department Literacy‚ Culture‚ and Language Education Indiana University June 2010 UMI Number: 3413659 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted
Premium Linguistics Language education Language acquisition
Processing of Cohesive Ties by EFL Arab College Students. Ann M. Johns. (1986). Coherence and Academic Writing: Some Definitions and Suggestions for Teaching Aoui‚ M. (1989). Cohesion in Written Computer Science Discourse: A Study of Some Lexical and Grammatical Features Atari‚ Omar. (1983). A Contrastive Analysis of Arab and American University Students in Accomplishing Written English Discourse Functions: Implications for EFL. Atari‚ Omar. (1984). Oral Style Strategies in EFL Written Discourse. Proceedings
Premium Gricean maxims Semantics Pronoun
ERROR ANALYSIS Errors VS Mistakes Error Error usually means that the person who committed it did something wrong because they thought wrongly and judged incorrectly. It is used for formal situations and is more serious since it is usually a more important problem that occurred due to the misjudgment. It is more technical and formal. Mistake Mistake refers to something that is more common. An example is mistaking salt from sugar‚ it is a common mistake and everyone makes it sometimes
Free Linguistics Language acquisition Verb
The Influences of Lexical Approach on College English Teaching in China I. Introduction 1.1 Background In recent years‚ college English teaching research focuses on exploring more effective teaching methods to improve the students’English proficiency and self-learning ability. China ’s college English teaching find itself caught in a dilemma of time-consuming but low-efficiency. The undesirable language teaching situation drives the teaching researchers to make great efforts to innovate present
Premium Word Language education Teaching English as a foreign language
Reading-to-writing: an Effective Approach to Improving Students’ EFL Writing Ability in Senior High Schools English Major LI Ze-feng Abstract: EFL (English as a foreign language) writing is one of the four basic skills of English learning. However‚ EFL writing‚ as a highly complex productive activity‚ has always been a big problem to students in senior high schools. Most of the students may feel perplexed when confronting EFL writing and always get half the result with twice the effort
Premium English language High school Reading
Bibliography: Finocchiaro‚ M. 1969. Teaching English as a Second Language. New York: Harper & Rrw. Harmer‚ J. 2007. How to Teach English. London: Longman. Hudelson‚ S. 1991. “EFL Teaching and Children: A Topic-Based Approach”. English Teaching FORUM‚ XXIX‚4‚ pp. 2-5. Krashen‚S. 1981. Principles and practice in Second Language Acquisition. New York: Pergamon Press. Lindfors‚ J. 1987. Children’s language and learning‚ 2nd ed.
Premium Language education Teaching English as a foreign language Foreign language
to the fact that in Iran contrastive rhetoric studies have focused on a) linguistic and rhetorical patterns as reflected in L1 and L2 writings of learners‚ b) discovering writing behaviors‚ c) meta-discourse in applied linguistics‚ d) the impact of EFL learners rhetorical organizations in English text comprehension and that they have found that there is a correlation between L1 writing behaviors and L2 writing behaviors and also in most cases L1 writing is longer and more complex . Furthermore‚ cultural
Premium Linguistics Writing Second language
TEACHING ACTION VERBS THROUGH COLLOCATION PRACTICE AT THE 7TH GRADE OF JUNIOR HIGH SCHOOL STUDENTS Dian Sri Hermayani1‚ Don Narius2 Program Studi Pendidikan Bahasa Inggris FBS Universitas Negeri Padang Email: diansrihermayani@yahoo.com Abstrak Artikel ini menjelaskan tentang pengajaran Action Verbs melalui teknik Collocation Practice yang diperuntukkan bagi siswa tingkat pertama Sekolah Menengah Pertama (SMP). Collocation Practice merupakann sebuah teknik pengajaran yang menggabungkan potongan- potongan
Premium Verb Transitive verb Intransitive verb