Research has focused on how the effects of different types of feedback vary as a function of the complexity of the linguistic targets and on the learning of inflectional features. However, few studies have investigated the learning of rule-based verb constructions. Grounded in the interactionist approach and usage-based theory, this study investigated the effects of corrective feedback on the acquisition of rule-based verb constructions among English-speaking learners of Chinese. Specifically, this study examined the effects of input-providing feedback and output-prompting feedback on the learning of two verb constructions. Data were drawn from 18 learners of Chinese from second-year Chinese classes in an American university. The participants were divided into two groups and took a pretest, treatment, and two posttests. Learners also filled out a questionnaire about their perception and preference of feedback types. Contrary to previous research, results indicated that both recasts and metalinguistic clues had positive effects on learners' learning of the target constructions. Moreover, learners of different proficiency preferred different types of feedback. The study results provided a categorization of verb constructions into four classes based on the rules that govern their formations and constraints that work on the constructions and identified stages learners moved through when learning verb constructions. The researcher proposed an instructional model of rule-based verb constructions. The model will help instructors recognize the stage the learners' are in and provide insight into how to help learners move to a higher stage by providing instruction, corrective feedback, and practice activities.

Orientador: Angélica Terezinha Carmo Rodrigues / Banca: Maria Helena de Moura Neves / Banca: Rosane de Andrade Berlinck / Banca: Taísa Peres de Oliveira / Banca: Flavia Bezerra de Menezes Hirata-Vale / Resumo: O objetivo deste trabalho é discutir as construções formadas pelos verbos ir/vir seguidos de infinitivo, relacionando-as à construção prototípica de finalidade, a oração adverbial final, demonstrando a rede construcional (TRAUGOTT; TROUSDALE, 2013) formada por essas construções. Mais especificamente os objetivos deste trabalho são a CMCP (Construção de Movimento com Propósito), formada por dois verbos, onde V1 é um verbo de movimento orientado e V2 é um verbo em forma infinitiva (ORÉFICE, 2014), CPP (Construção Perifrástica de Passado), cuja semântica indica um deslocamento temporal ao momento anterior à fala, e CFV2 (Construção Focalizadora da Ação), a qual indica focalização da ação verbal expressa pela construção, dando ênfase à ação de V2. Esta tese, embasada nos pressupostos teóricos do Modelo Baseado no Uso, por meio do processo de construcionalização (TRAUGOTT; TROUSDALE, 2013), apresenta a hipótese de uma rede construcional das construções supracitadas, relacionando-as, de forma hierárquica, às construções de finalidade prototípicas (adverbial final). Nossas análises, feitas de forma qualitativa e quantitativa, são embasadas em dados de fala, coletados no Corpus do Projeto Iboruna. / Abstract: The goal of this work is to discuss the constructions formed by the verbs ir/vir (to go/to come) followed by infinitive, in its relationship with the prototypical construction of purpose, final adverbial clause, showing the constructional network (TRAUGOTT; TROUSDALE, 2013) formed by this constructions. More specifically the goals of this work are CMCP (Construction Motion Cum Purpose), formed by two verbs, where V1 is a oriented motion verb and V2 is a verb in the infinitive form (ORÉFICE, 2014), CPP (Past Paraphrastic Construction), whose semantics indicates a temporal displacement to the moment before the speech, and CFV2 (Action Focused Construction), which indicates focalization of the verbal action expressed by construction, emphasizing the V2 action. This thesis, supported by theoretical assumptions of Usage-Based Linguistics, by means of the process of construcionalization (TRAUGOTT; TROUSDALE, 2013), presents the hypothesis of a construcional network of the constructions mentioned, relating then by hierarchical form with the prototypical purpose constructions (purpose clause). Our analysis, made in qualitative and quantitative way, are supported in spoken data, collected in the corpus of Iboruna Project. / Doutor

No description available.

<p>Enkäter används flitigt idag. Spector (1994) menade att endast en liten del av den förklarade variansen i enkäter utgörs av det som önskas mäta. Bryggan mellan respondenten och enkäten är språket. Enligt Whorf-Safir hypotesen styrs våra tankar av språket. Semin och Fiedler (1988) menade att ordklasserna har olika abstraktionsnivåer. Desto högre abstraktionsnivå ju mer rör den sig bort från kontexten resulterande i stereotyptänkande (Gilbert & Malone, 1995). Denna studie undersökte hur olika ordklasser påverkar svar. Huvudstudien var utformad som ett personlighetstest med påståenden. Resultatet uppvisade en skillnad mellan svaren då påståendena innehöll substantiv eller adjektiv. Respondenterna tenderade att instämma mindre då ordet var ett substantiv, något som förklarades med correspondence bias. Resultatet bekräftade tidigare studier. Replikering med engelsk enkät efterlystes.</p>

<p> </p><p>Grammatikundervisningen i främmande språk är ett omdiskuterat område såväl i skolan som på lärarutbildningen på universitet. Det diskuteras ofta om hur mycket grammatik eleverna egentligen behöver och vilken grammatik som ska bearbetas. I ämnet tyska finns det ett flertal läroböcker som används och som behandlar ett urval av grammatiken men vilken grammatik bearbetas där egentligen, vad är skillnaden mellan olika böcker och på vilket sätt behandlas grammatiken. Detta är frågor som ska besvaras i detta arbete. Därför har jag undersökt grammatikbeskrivningar i fyra läroböcker, två för steg 1 och två för steg 3. Jag har lagt fokus på verbbeskrivningar för att få en begränsning av innehållet. Det har visat sig att det inte finns några signifikanta skillnader i innehållet men att det sätt på vilket innehållet presenteras skiljer sig mellan de olika läroböcker. I detta hänseende är det också tydligt att de svenska grammatikbeskrivningarna motsvarar en didaktisk grammatik för att använda Helbigs terminologi. Avslutningsvis diskuterar jag också vilken grammatik som är anpassad till den undervisningssyn vi har i Sverige.</p><p> </p>

Thesis (Ph. D.)--University of Queensland, 2005. / The author's revised version of his doctoral dissertation presented to University of Queensland in 2005. Includes bibliographical references (p. [316]-343). Abstract also available online.

Enkäter används flitigt idag. Spector (1994) menade att endast en liten del av den förklarade variansen i enkäter utgörs av det som önskas mäta. Bryggan mellan respondenten och enkäten är språket. Enligt Whorf-Safir hypotesen styrs våra tankar av språket. Semin och Fiedler (1988) menade att ordklasserna har olika abstraktionsnivåer. Desto högre abstraktionsnivå ju mer rör den sig bort från kontexten resulterande i stereotyptänkande (Gilbert &amp; Malone, 1995). Denna studie undersökte hur olika ordklasser påverkar svar. Huvudstudien var utformad som ett personlighetstest med påståenden. Resultatet uppvisade en skillnad mellan svaren då påståendena innehöll substantiv eller adjektiv. Respondenterna tenderade att instämma mindre då ordet var ett substantiv, något som förklarades med correspondence bias. Resultatet bekräftade tidigare studier. Replikering med engelsk enkät efterlystes.

Reading involves the dynamic construction of a mental model corresponding to the situation described in a text. This representation draws on the semantic and grammatical content of the text and also involves inferences for unstated information and the sequencing of events in time. In the current study, an eye-tracking methodology was used to explore the critical role of grammatical aspect in this process. The results showed that, following an event expressed in imperfective aspect, the reading of a necessarily later event was slowed compared to when the earlier event was expressed in perfective aspect. However, the effect depended on world knowledge—when the first event was typically of short duration, it did not evoke an "ongoing" interpretation to the same degree compared to when it was of long duration. The results highlight comprehenders' use of world knowledge and subtle grammatical cues in the representation of event information during on-line reading.

Reading involves the dynamic construction of a mental model corresponding to the situation described in a text. This representation draws on the semantic and grammatical content of the text and also involves inferences for unstated information and the sequencing of events in time. In the current study, an eye-tracking methodology was used to explore the critical role of grammatical aspect in this process. The results showed that, following an event expressed in imperfective aspect, the reading of a necessarily later event was slowed compared to when the earlier event was expressed in perfective aspect. However, the effect depended on world knowledge—when the first event was typically of short duration, it did not evoke an "ongoing" interpretation to the same degree compared to when it was of long duration. The results highlight comprehenders' use of world knowledge and subtle grammatical cues in the representation of event information during on-line reading.

The purpose of this study was to find out how well Swedish pupils succeeded in their use of the progressive verb forms. A comprehensive research has been carried out in the area of second language acquisition, in which an interest in the order of acquisition of a second language as well as verb forms also was included. The material for the study was collected from second year pupils at an upper secondary school and consisted of two consecutive writing assignments. The first assignment was preceded by the teaching of the progressive verb forms, which the pupils were implicitly expected to use in their writing. In the second assignment, no grammar lessons were given prior to the assignment. A comparison of the evolution of the use of the verb forms mentioned was then conducted. The result indicates an increase of an accurate use. One conclusion that can be drawn is that learner strategies and motivation are beneficial to second language acquisition, as well as learning a more accurate grammar.