This paper investigates the verb valency structure of English that is used by English as Foreign Language(EFL)learners from a corpus-driven perspective.Specifically,it focuses on the usage of the verbs“suggest”and“...This paper investigates the verb valency structure of English that is used by English as Foreign Language(EFL)learners from a corpus-driven perspective.Specifically,it focuses on the usage of the verbs“suggest”and“advise”in a selected corpus.By analyzing a sample of written and spoken texts,this study attempts to investigate the similarities and differences in the patterns of verb valency between native English speakers and Chinese EFL learners.The findings of this research can contribute to a better understanding of the challenges faced by Chinese EFL learners in acquiring accurate verb valency structures and provide insights for language teachers in designing effective pedagogical approaches.展开更多
Corpus linguistics has been widely applied in English teaching. Corpus linguistics has changed the way to teach English.The essay discusses two approaches in English teaching based on corpus,corpus-driven approach and...Corpus linguistics has been widely applied in English teaching. Corpus linguistics has changed the way to teach English.The essay discusses two approaches in English teaching based on corpus,corpus-driven approach and corpus-based approach. It finds out that both corpus-driven approach and corpus-based approach facilitate English teaching in their own ways.展开更多
Corpus-based studies show that near-synonyms differ in their collocational behavior and semantic prosody which causes deviation in Chinese EFL learners’English using.This paper attempts to investigate the effectivene...Corpus-based studies show that near-synonyms differ in their collocational behavior and semantic prosody which causes deviation in Chinese EFL learners’English using.This paper attempts to investigate the effectiveness of a corpus-based approach to the teaching and learning of near synonyms and their collocations.By using internet accessible computers to log on to websites of BNC and COCA,learners can view real language data and study the usage of targeted near synonyms.This empirical study tends to show that a corpus based approach is positively effective to the learning of near synonyms.It also provides some pedagogical implications that learners can play a major and active role in DDL and teachers only act as assistants.展开更多
文摘This paper investigates the verb valency structure of English that is used by English as Foreign Language(EFL)learners from a corpus-driven perspective.Specifically,it focuses on the usage of the verbs“suggest”and“advise”in a selected corpus.By analyzing a sample of written and spoken texts,this study attempts to investigate the similarities and differences in the patterns of verb valency between native English speakers and Chinese EFL learners.The findings of this research can contribute to a better understanding of the challenges faced by Chinese EFL learners in acquiring accurate verb valency structures and provide insights for language teachers in designing effective pedagogical approaches.
文摘Corpus linguistics has been widely applied in English teaching. Corpus linguistics has changed the way to teach English.The essay discusses two approaches in English teaching based on corpus,corpus-driven approach and corpus-based approach. It finds out that both corpus-driven approach and corpus-based approach facilitate English teaching in their own ways.
文摘Corpus-based studies show that near-synonyms differ in their collocational behavior and semantic prosody which causes deviation in Chinese EFL learners’English using.This paper attempts to investigate the effectiveness of a corpus-based approach to the teaching and learning of near synonyms and their collocations.By using internet accessible computers to log on to websites of BNC and COCA,learners can view real language data and study the usage of targeted near synonyms.This empirical study tends to show that a corpus based approach is positively effective to the learning of near synonyms.It also provides some pedagogical implications that learners can play a major and active role in DDL and teachers only act as assistants.
