Lexical Priming Effects of Textbooks on EFL Learners' Use of "Give"

Autor/in	Xu, Qi
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 kostenfreie Datei Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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