Literaturnachweis - Detailanzeige
Autor/in | Xu, Qi |
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Titel | Lexical Priming Effects of Textbooks on EFL Learners' Use of "Give" |
Quelle | In: English Language Teaching, 8 (2015) 10, S.123-132 (10 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1916-4742 |
Schlagwörter | Priming; Textbooks; Verbs; Language Usage; Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Computational Linguistics; Semantics; Content Analysis; Writing (Composition); Middle School Students; Syntax; Grammar; Foreign Countries; China Textbook; Text book; Schulbuch; Lehrbuch; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Linguistics; Computerlinguistik; Semantik; Inhaltsanalyse; Schreibübung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Grammatik; Ausland |
Abstract | The study aims to investigate to what extent Chinese EFL learners' language use is influenced by English textbooks. Such influence may suggest the existence of lexical priming effects. Based on detailed and systematic analysis of a learner English corpus, in comparison with a textbook corpus, the present study revealed striking similarities of the use of "give" ditransitive constructions between students' writing and the contents of textbooks. These similarities, at least to some extent, reflected lexical priming effects of English textbooks at the levels of colligations, collocates, and semantic associations. The study also offers suggestions for compilation of teaching materials and classroom teaching practice. (As Provided). |
Anmerkungen | Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |