英语学习者作文中短语框架的发展:可变性、结构和功能

IF 1.5 3区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Jianwei Yan, Qidi Li, Jingyang Jiang
{"title":"英语学习者作文中短语框架的发展:可变性、结构和功能","authors":"Jianwei Yan,&nbsp;Qidi Li,&nbsp;Jingyang Jiang","doi":"10.1111/ijal.12589","DOIUrl":null,"url":null,"abstract":"<p>Phrase-frames (i.e., p-frames) are a type of discontinuous formulaic language that have long been of interest to linguists in L2 writing research. Studies have explored p-frames in different types of texts, but few have investigated p-frames in learners’ essays, and it remains unclear at which level learners will begin to use p-frames in native-like ways. Drawing on a self-compiled corpus of 1061 learner essays, this study explores the four-word p-frames used by Chinese English as a Foreign Language (EFL) learners across four proficiency groups (pre-B1, B1, B2, C1&amp;C2) and analyzes the p-frames regarding their variability, structures, and functions. The study also compares the p-frames used by learners with those used by L1 English-speaking students in terms of the three characteristics mentioned above. The results show that: (1) learners at more advanced proficiency levels use more varied p-frames and more function word frames; (2) when learners have achieved C1&amp;C2 levels they can use p-frames in similar ways to L1 English-speaking students regarding variability and structure; and (3) pre-B1 learners are less skilled in using referential and discourse organizing expressions, probably due to a lower capability in the use of function word structures and cohesive devices. The findings help to advance our understanding of p-frame development across proficiency levels, and offer some pedagogical implications for the teaching and learning of formulaic language.</p>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"34 4","pages":"1689-1708"},"PeriodicalIF":1.5000,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The development of phrase-frames in EFL learners’ essays: Variability, structures, and functions\",\"authors\":\"Jianwei Yan,&nbsp;Qidi Li,&nbsp;Jingyang Jiang\",\"doi\":\"10.1111/ijal.12589\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Phrase-frames (i.e., p-frames) are a type of discontinuous formulaic language that have long been of interest to linguists in L2 writing research. Studies have explored p-frames in different types of texts, but few have investigated p-frames in learners’ essays, and it remains unclear at which level learners will begin to use p-frames in native-like ways. Drawing on a self-compiled corpus of 1061 learner essays, this study explores the four-word p-frames used by Chinese English as a Foreign Language (EFL) learners across four proficiency groups (pre-B1, B1, B2, C1&amp;C2) and analyzes the p-frames regarding their variability, structures, and functions. The study also compares the p-frames used by learners with those used by L1 English-speaking students in terms of the three characteristics mentioned above. The results show that: (1) learners at more advanced proficiency levels use more varied p-frames and more function word frames; (2) when learners have achieved C1&amp;C2 levels they can use p-frames in similar ways to L1 English-speaking students regarding variability and structure; and (3) pre-B1 learners are less skilled in using referential and discourse organizing expressions, probably due to a lower capability in the use of function word structures and cohesive devices. The findings help to advance our understanding of p-frame development across proficiency levels, and offer some pedagogical implications for the teaching and learning of formulaic language.</p>\",\"PeriodicalId\":46851,\"journal\":{\"name\":\"International Journal of Applied Linguistics\",\"volume\":\"34 4\",\"pages\":\"1689-1708\"},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2024-08-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Applied Linguistics\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/ijal.12589\",\"RegionNum\":3,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Applied Linguistics","FirstCategoryId":"98","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/ijal.12589","RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

短语框架(即p-frames)是一种不连续的公式化语言,长期以来一直是语言学家在L2写作研究中关注的问题。已有研究探讨了不同类型文章中的 p-frames,但很少有研究探讨学习者文章中的 p-frames,而且学习者在什么水平上会开始以类似母语的方式使用 p-frames,目前仍不清楚。本研究利用自编的 1061 篇学习者文章语料库,探讨了中国英语作为外语(EFL)学习者在四个水平组(pre-B1、B1、B2、C1&C2)中使用的四字 p-frames,并分析了这些 p-frames的变异性、结构和功能。本研究还就上述三个特征,比较了学习者使用的 p-frames(p-框架)和以英语为母语的学生使用的 p-frames(p-框架)。结果显示(1)处于高级水平的学习者使用的 p-frames更多,功能词框架更多;(2)当学习者达到C1&C2水平时,他们可以在变化性和结构方面使用与L1英语学生相似的 p-frames;(3)B1前学习者使用指称和话语组织表达的技巧较差,这可能是由于他们使用功能词结构和连贯手段的能力较低。这些研究结果有助于加深我们对不同能力水平的 p-frame发展的理解,并为公式化语言的教与学提供了一些教学启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The development of phrase-frames in EFL learners’ essays: Variability, structures, and functions

Phrase-frames (i.e., p-frames) are a type of discontinuous formulaic language that have long been of interest to linguists in L2 writing research. Studies have explored p-frames in different types of texts, but few have investigated p-frames in learners’ essays, and it remains unclear at which level learners will begin to use p-frames in native-like ways. Drawing on a self-compiled corpus of 1061 learner essays, this study explores the four-word p-frames used by Chinese English as a Foreign Language (EFL) learners across four proficiency groups (pre-B1, B1, B2, C1&C2) and analyzes the p-frames regarding their variability, structures, and functions. The study also compares the p-frames used by learners with those used by L1 English-speaking students in terms of the three characteristics mentioned above. The results show that: (1) learners at more advanced proficiency levels use more varied p-frames and more function word frames; (2) when learners have achieved C1&C2 levels they can use p-frames in similar ways to L1 English-speaking students regarding variability and structure; and (3) pre-B1 learners are less skilled in using referential and discourse organizing expressions, probably due to a lower capability in the use of function word structures and cohesive devices. The findings help to advance our understanding of p-frame development across proficiency levels, and offer some pedagogical implications for the teaching and learning of formulaic language.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
3.30
自引率
0.00%
发文量
40
期刊介绍: The International Journal of Applied Linguistics (InJAL) publishes articles that explore the relationship between expertise in linguistics, broadly defined, and the everyday experience of language. Its scope is international in that it welcomes articles which show explicitly how local issues of language use or learning exemplify more global concerns.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信