published_or_final_version / English Studies / Master / Master of Arts

published_or_final_version / English Studies / Master / Master of Arts

Combining corpus contrastive interlanguage analysis and usage-based approaches to second language acquisition, the present study targeted the use of English alternating ditransitive constructions by Chinese EFL learners. English alternating ditransitive constructions refer to argument structures that can appear both in the double object construction (DOC) and the prepositional to-dative construction (DAT). / A contrastive analysis of the use of English ditransitive constructions was made between a native English corpus – The Louvain Corpus of Native English Essays (LOCNESS) and a learner corpus – The Chinese Learner English Corpus (CLEC). CLEC is further divided into two sub-corpora based on participants’ educational levels: ST2 (beginner corpus) and ST5&6 (advanced learner corpus). The corpus retrieval software WordSmith 5.0 was used for extracting ditransitive verbs. 16 target verbs were selected on the basis of strict criteria. Systematic analysis was then made in terms of three variables, i.e. pronominality, weight, and semantic classes. / The overall results showed no clear-cut differences in the proportions of DOC versus DAT between the native English corpus and the learner corpus, where DOC (69%) is used much more frequently than DAT (31%), in spite of between-verb variations. It was also found that although Chinese EFL learners have similar sensitivity to ditransitive verbs’ distinctiveness for DOC or DAT with native students, differences still exist regarding the performance of certain individual verbs. / With regard to the three variables under investigation, great differences were found between LOCNESS and CLEC, as well as within the two learner sub-corpora. In terms of pronominality, learners, beginning learners in particular, have a stronger tendency to use personal pronouns as indirect object in DOC, and also use pronouns as prepositional complement in DAT. With regard to weight, beginning learners use the shortest and least complex constituents in ditransitive constructions. In relation to semantic classes, Inherent Transfer is the most frequently used sense among all three groups, but learners are more likely to use the sense of Communication than native students. / A case study was conducted focusing on the prototypical ditransitive verb give. Regarding the variables of pronominality and weight, results were similar to those obtained from the 16 target verbs. As for semantic classes of give, generally speaking, Chinese learners prefer to use the senses of Transfer and Communication, while native students are particularly in favor of employing Enablement and Permission senses, which require the use of more abstract nouns. / In sum, beginning learners show an exemplar-based learning process, with frequent use of pronouns, short constituents, and less various semantic classes. An examination of English textbooks used by beginning learners provided much evidence for the priming effect of input in foreign language learning of ditransitive constructions. Non-target-like formulaic sequences were detected from both beginning and advanced learner corpora. Other impact factors like L1 influence and lack of genre awareness were also incorporated for discussion. / Based on findings from learner English, the study has contributed to usage-based approaches to second language learning, by showing an exemplar-based learning process of Chinese EFL learners, and proving the priming effect of input from English textbooks. It also has given specific pedagogical implications for compilation of teaching materials and classroom teaching practice. / 本研究結合了語料庫中介語對比分析和基於使用的二語習得研究方法，重點探討了中國英語學習者使用英語與格換位結構的情況。與格換位結構指的是能夠在雙賓結構（DOC）和介賓結構（DAT）之間轉換的論元結構。 / 研究選取了兩個語料庫進行與格換位結構的對比：LOCNESS（英語本族語者語料庫）和CLEC（中國英語學習者語料庫）。根據參與者的受教育水平，CLEC又分為兩個子語料庫——ST2（初級學習者）和ST5&6（高級學習者）。通過嚴格的挑選標準，研究確定了十六個目標動詞，分別從人稱代詞的使用、長度、以及語義分類三個變量方面進行全面系統的分析。 / 總的研究結果沒有顯示出本族語者語料庫和學習者語料庫在雙賓和介賓結構比例上的明顯差別，兩個語料庫都顯示，雖然存在動詞之間的差別，但總體來說雙賓比介賓使用的更加頻繁。研究還發現，中國學習者和本族語學生對動詞的結構偏好有相似的敏感度，但對個別動詞的處理方面仍然有差別。 / 對於研究的三個變量而言，LOCNESS和CLEC之間，以及CLEC兩個子語料庫之間都存在很大差異。學習者，尤其是初級學習者更加傾向於使用人稱代詞作為雙賓結構中的間接賓語，並且傾向於用代詞作介賓結構中的介詞補語。初級學習者使用的內部結構最短、最簡單。另外，就語義分類來講，“轉移”是三組語料庫用的最多的語義，但學習者比本族語者更多的使用“交流”這一語義。 / 作為最典型的與格換位動詞，give被挑選出做個案研究。結果表明，在人稱代詞使用和內部結構的長度方面，結果與十六個目標動詞的總結果相似。對於give的語義分類，總體來說，中國學習者更喜歡使用“轉移”和“交流”方面的語義，而本族語者尤其傾向使用“允許”、“許可”方面的語義。 / 總結來講，初級學習者的學習過程是基於範例一步一步的學習過程，體現在頻繁使用代詞，內部結構偏短，語義表達單一等。通過調查初級學習者使用的英語教材，研究發現了語言輸入對外語學習者學習與格換位結構的啟動效應。學習者語料庫中還出現了非目標語式的慣用表達。另外，討論中也涉及了其他的影響因素，例如母語影響、學習者缺乏寫作體裁意識等。 / 通過對學習者英語使用的研究，本研究發現了中國英語學習者基於範例的學習過程，以及英語教材在學習過程中的啟動效應，從而對基於使用的二語習得研究方法做出了一定的理論貢獻。研究還對教材和課堂教學實踐提出了具體可行的建議。 / Xu, Qi. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2014. / Includes bibliographical references (leaves 194-207). / Abstracts also in Chinese. / Title from PDF title page (viewed on 05, October, 2016). / Xu, Qi. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only.

by Tan Lee Yong. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 148-157). / Chapter Chapter One --- Introduction --- p.1 / Chapter Chapter Two --- The Aspectual Properties of Motion Verbs / Chapter 2.0 --- Introduction --- p.8 / Chapter 2.1 --- The classification of verbs in English with regard to aspectual properties --- p.9 / Chapter 2.2 --- The classification of verbs in Chinese with regard to aspectual properties / Chapter 2.3 --- The aspectual properties of motion verbs --- p.26 / Chapter 2.4 --- Conclusion --- p.36 / Chapter Chapter Three --- The Ergativity of Motion Verbs / Chapter 3.0 --- Introduction --- p.38 / Chapter 3.1 --- What is ergativity? --- p.38 / Chapter 3.2 --- The semantic approach to ergativity --- p.41 / Chapter 3.3 --- The syntactic approach to ergativity --- p.46 / Chapter 3.4 --- The syntactic-semantic approach to ergativity --- p.49 / Chapter 3.5 --- The ergativity of motion verbs --- p.60 / Chapter 3.6 --- The interrelationship of ergativity and aspectuality of motion verbs --- p.66 / Chapter 3.7 --- Ergativity in Chinese --- p.78 / Chapter 3.8 --- Conclusion --- p.91 / Chapter Chapter Four --- Lexicalization Patterns of Motion Verbs / Chapter 4.0 --- Introduction --- p.94 / Chapter 4.1 --- What are lexicalization patterns? --- p.96 / Chapter 4.2 --- More on the properties of motion verbs --- p.97 / Chapter 4.3 --- Lexicalization patterns of motion verbs: a crosslinguistic review --- p.100 / Chapter 4.4 --- Lexicalization patterns of motion verbs in English --- p.112 / Chapter 4.5 --- Lexicalization patterns of motion verbs in Chinese --- p.121 / Chapter 4.6 --- Conclusion --- p.135 / Chapter Chapter Five --- Summary and Conclusion --- p.136 / Notes --- p.145 / References --- p.148 / Appendix 1 A comprehensive list of motion verbs in English --- p.158 / Appendix 2 A comprehensive list of motion verbs (roots only) in Chinese --- p.160

by Hua Dongfan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1991. / Includes bibliographical references. / Acknowledgments --- p.i / Abstract --- p.i i / Table of Contents --- p.iv / List of tables --- p.vii / Chapter Chapter 1. --- Introduction --- p.1 / Chapter 1.1. --- The English Dative --- p.1 / Chapter 1.2. --- The Learnability Problem --- p.3 / Chapter 1.3. --- Aims of the Present Study --- p.8 / Chapter Chapter 2. --- Approaches to the Acquisition of the English Dative --- p.13 / Chapter 2.1. --- Approaches to the Acquisition of the English Dative --- p.13 / Chapter 2.1.1. --- An Item-by-item Approach --- p.14 / Chapter 2.1.2. --- A Semantic and Morphophonological Approach --- p.15 / Chapter 2.1.3. --- A Formal Approach --- p.19 / Chapter 2.2. --- Empirical Studies on the Acquisition of the English Dative --- p.22 / Chapter 2.2.1. --- L1 Acquisition of the English Dative --- p.22 / Chapter (a) --- Mazurkewich and White (1984) --- p.22 / Chapter (b) --- White ( 1987 ) --- p.23 / Chapter (c) --- Gropen et al . (1989) --- p.25 / Chapter 2.2.2. --- L2 Acquisition of the English Dative --- p.27 / Chapter (a) --- Mazurkewich ( 1984 ) --- p.27 / Chapter (b) --- Le Compagnon (1984) --- p.28 / Chapter (c) --- Hawkins ( 1987 ) --- p.31 / Chapter Chapter 3. --- Research Design and Procedure --- p.36 / Chapter 3.1. --- Test Design --- p.37 / Chapter 3.1.1. --- Test 1 --- p.38 / Chapter 3.1.2. --- Hypotheses --- p.44 / Chapter 3.2. --- Test 2 --- p.46 / Chapter 3.3. --- Test 3 and Test 4 --- p.47 / Chapter 3.4. --- Cloze Test --- p.50 / Chapter 3.5. --- Subjects --- p.50 / Chapter 3.6. --- Test Procedure --- p.52 / Chapter Chapter 4 --- . Results --- p.54 / Chapter 4.1. --- Scoring Method --- p.54 / Chapter 4.2. --- Results of Test 1 --- p.55 / Chapter 4.2.1. --- Subjects' Judgments of Prepositional Datives --- p.55 / Chapter 4.2.2. --- Subjects' Judgments of Double-object Datives --- p.56 / Chapter 4.2.2.1. --- Performance of Native Speakers --- p.56 / Chapter 4.2.2.2. --- Performance of Secondary Students --- p.57 / Chapter 4.2.2.3. --- Performance of University Students --- p.59 / Chapter 4.2.2.4. --- The Effect of L1 --- p.62 / Chapter 4.3. --- Results of Test 2 --- p.63 / Chapter 4.4. --- Results of Test 3 and Test 4 --- p.64 / Chapter 4.5. --- Summary --- p.67 / Chapter Chapter 5. --- Discussion --- p.71 / Chapter 5.1. --- The Semantic Constraint on the English Dative --- p.71 / Chapter 5.2. --- Overgeneralization and the Learnability Problem --- p.76 / Chapter 5.3. --- L1 Influence on Dative Acquisition by Chinese ESL Learners --- p.81 / Chapter Chapter 6. --- Conclusions --- p.85 / References --- p.89 / Chapter Appendix I. --- Verb Check List --- p.93 / Chapter Appendix IIa. --- Instruction for Test 1 --- p.94 / Chapter Appendix IIb. --- Test Sentences for Test 1 --- p.96 / Chapter Appendix IIIa. --- Instruction for Test 2 --- p.103 / Chapter Appendix IIIb. --- Test Sentences for Test 2 --- p.104 / Chapter Appendix IVa. --- Instruction for Test 3 --- p.107 / Chapter Appendix IVb. --- Test Sentences for Test 3 --- p.108 / Chapter Appendix Va. --- Instruction for Test 4 --- p.110 / Chapter Appendix Vb. --- Test Sentences for Test 4 --- p.111 / Chapter Appendix VI. --- Cloze Test --- p.114

Phrasal verbs are a pervasive and distinctly Germanic part of the spoken English language that has been alive for centuries. They have preceded American history, and yet considered to be "the most active and creative pattern and word formation in the American language" (Meyer, 1975). Distinctly colloquial, idiomatic and varying in shades of literalness and figurativity, phrasal verbs are largely dominant in casual usage, such as conversation, while the Latinate verbs of English are dominant in formal usage, such as in making reports (McArthur 1989). While foreign educators and their students, such as from Chinese countries, are found to emphasize English study for formal and academic purposes, the acquisition of phrasal verbs may not be considered instrumental to the purposes of the students coming to the United States in pursuit of academic degrees. Because of the pervasiveness of phrasal verbs in spoken English language, and because of the largely conversational nature of American lectures, this study is intended to answer the following research questions: 1. In university classrooms, are the phrasal verbs spoken by native English speaking lecturers? 2. Are figurative phrasal verbs in academic lectures significantly greater in frequency than non-figuratively classified phrasal verbs in the academic lectures? 3. Do certain academic subjects tend to generate a significant increase in the number of phrasal verbs spoken by instructors, of either figurative phrasal verbs, or the more literal non-figuratively classified phrasal verbs?

Typescript (photocopy) / Thesis (Ph. D.)--University of Hawaii at Manoa, 1980. / Bibliography: leaves 150-154. / Microfiche. / vi, 154 leaves, bound 29 cm

Typescript (photocopy) / Thesis (Ph. D.)--University of Hawaii at Manoa, 1980. / Bibliography: leaves 263-269. / Microfiche. / xvi, 269 leaves, bound ill. 28 cm

The auxiliary verb obligatory-do is used in forming questions, negative and emphatic sentences. Currently there is no test or norms established for the acquisition of obligatory-do. The purpose of this study was to establish age trends, via elicited imitation for the acquisition of obligatory-do according to the sentence type in which it expressively occurs i.e., negative sentences, emphatic sentences, interrogative reversals and wh-questions. This study addressed the following question: At what ages do children expressively demonstrate, via elicited imitation, the auxiliary verb obligatory-do in negative sentences, emphatic sentences, interrogative reversals and wh-questions? A secondary question was: In what manner does age and MLU, mean length of utterance, of 25 utterances correlate with the acquisition of obligatory-do?

Leung Chung-hong. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 178-193). / Abstracts in English and Chinese. / ACKNOWLEDGEMENT --- p.i / ABSTRACT (English version) --- p.ii / ABSTRACT (Chinese version) --- p.iii / TABLE OF CONTENTS --- p.iv / LIST OF TABLES --- p.x / LIST OF FIGURES --- p.xi / LIST OF APPENDICES --- p.xii / Chapter CHAPTER ONE: --- INTRODUCTION --- p.1 / Chapter 1.1 --- Introduction --- p.1 / Chapter 1.2 --- Phraseology and second language acquisition --- p.1 / Chapter 1.3 --- Phrasal verbs in ESL/EFL students --- p.3 / Chapter 1.4 --- The proposed particle-based learning (PBL) of phrasal verbs --- p.5 / Chapter 1.5 --- Cognitive semantic framework for PBL --- p.6 / Chapter 1.5.1 --- The theory of conceptual metaphors --- p.6 / Chapter 1.5.2 --- The theory of image schemas --- p.7 / Chapter 1.5.3 --- A cognitive semantic approach to teaching phrasal verbs --- p.8 / Chapter 1.6 --- Research gaps and research implications --- p.9 / Chapter 1.7 --- Organization of this thesis --- p.10 / Chapter CHAPTER TWO: --- ESL/EFL LEARNING OF ENGLISH PHRASAL VERBS --- p.13 / Chapter 2.1 --- Introduction --- p.13 / Chapter 2.2 --- General views on phrasal verbs in ESL/EFL learning --- p.14 / Chapter 2.2.1 --- Phrasal verbs in SLA research --- p.14 / Chapter 2.2.2 --- ESL/EFL learners' phraseological incompetence and ignorance --- p.15 / Chapter 2.2.3 --- Summary --- p.17 / Chapter 2.3 --- Avoidance behaviour of phrasal verbs in ESL/EFL learners --- p.17 / Chapter 2.3.1 --- Definition of avoidance --- p.18 / Chapter 2.3.2 --- Causes of avoidance --- p.20 / Chapter 2.3.3 --- Four previous studies on avoidance of phrasal verbs --- p.22 / Chapter 2.3.3.1 --- Dagut and Laufer's study (1985) --- p.24 / Chapter 2.3.3.2 --- Hulstijn and Marchena's study (1989) --- p.25 / Chapter 2.3.3.3 --- Laufer and Eliasson's study (1993) --- p.26 / Chapter 2.3.3.4 --- Liao and Fukuya's study (2002) --- p.27 / Chapter 2.4 --- Avoidance of figurative phrasal verbs --- p.28 / Chapter 2.5 --- Summary --- p.31 / Chapter CHAPTER THREE: --- "PHRASAL VERBS, CONCEPTUAL METAPHORS AND IMAGE SCHEMAS" --- p.33 / Chapter 3.1 --- Introduction --- p.33 / Chapter 3.2 --- Phrasal verbs as a category of multi-word verbs --- p.34 / Chapter 3.3 --- Multi-word verbs --- p.34 / Chapter 3.3.1 --- The syntactic frame of multi-word verbs --- p.36 / Chapter 3.3.2 --- The semantic frame of multi-word verbs --- p.37 / Chapter 3.3.3 --- Summary --- p.37 / Chapter 3.4 --- Defining phrasal verbs --- p.39 / Chapter 3.4.1 --- """VPC and literal + figurative"" as phrasal verbs" --- p.41 / Chapter 3.4.2 --- """VPC + VPP and literal + figurative"" as phrasal verbs" --- p.46 / Chapter 3.5 --- A cognitive approach to the understanding of phrasal verbs (Part I) --- p.49 / Chapter 3.5.1 --- The meaning of the particles in phrasal verbs --- p.50 / Chapter 3.5.2 --- "The metaphorical extension of the spatial, prototypical particles" --- p.51 / Chapter 3.5.3 --- A cognitive schematic representation of particles in phrasal verbs --- p.54 / Chapter 3.5.4 --- Summary --- p.58 / Chapter 3.6 --- The theory of conceptual metaphors --- p.59 / Chapter 3.6.1 --- Metaphor as ordinary everyday language --- p.59 / Chapter 3.6.2 --- Conceptual metaphor as a cross-domain mapping --- p.61 / Chapter 3.7 --- The theory of image schemas --- p.64 / Chapter 3.7.1 --- Image schemas as the basis for thought and understanding --- p.65 / Chapter 3.7.2 --- Examples of image schemas --- p.66 / Chapter 3.7.2.1 --- The PATH schema --- p.66 / Chapter 3.7.2.2 --- The CONTAINER schema --- p.68 / Chapter 3.7.3 --- Image schemas as the underlying logic of conceptual metaphors --- p.69 / Chapter 3.7.4 --- Image schemas in relation to words --- p.71 / Chapter 3.7.5 --- Summary: A hierarchical framework --- p.72 / Chapter 3.8 --- A cognitive approach to the understanding of phrasal verbs (Part II) --- p.74 / Chapter 3.8.1 --- A new classification of phrasal verbs based on the cognitive semantic framework --- p.74 / Chapter 3.8.2 --- Rationale for the particle-based learning (PBL) --- p.77 / Chapter 3.8.3 --- The particle-based learning model (PBLM) --- p.80 / Chapter 3.8.4 --- Conclusion --- p.86 / Chapter CHAPTER FOUR: --- RESEARCH QUESTIONS AND METHODOLOGY --- p.87 / Chapter 4.1 --- Introduction --- p.87 / Chapter 4.2 --- Metaphorical competence and motivation --- p.87 / Chapter 4.3 --- Research questions and hypotheses --- p.89 / Chapter 4.4 --- Research methodology --- p.91 / Chapter 4.4.1 --- Subjects --- p.91 / Chapter 4.4.2 --- Materials --- p.91 / Chapter 4.4.2.1 --- Elicitation of phrasal verbs for test --- p.91 / Chapter 4.4.2.2 --- Materials design --- p.95 / Chapter 4.4.2.2.1 --- Pre-test paper --- p.95 / Chapter 4.4.2.2.2 --- Teaching and learning paper --- p.96 / Chapter 4.4.2.2.3 --- Post-test paper --- p.98 / Chapter 4.4.2.2.4 --- Questionnaire --- p.99 / Chapter 4.4.2.2.5 --- One-week delay test paper --- p.99 / Chapter 4.4.3 --- Procedures --- p.99 / Chapter 4.4.4 --- Scoring system --- p.103 / Chapter CHAPTER FIVE: --- GENERAL RESULTS FROM SPSS --- p.105 / Chapter 5.1 --- Introduction --- p.105 / Chapter 5.2 --- Results of pre-test and pro-test --- p.106 / Chapter 5.2.1 --- The output of SPSS --- p.106 / Chapter 5.2.2 --- General description --- p.107 / Chapter 5.3 --- Results of Hypothesis1 --- p.108 / Chapter 5.3.1 --- The output of SPSS --- p.108 / Chapter 5.3.2 --- General description --- p.109 / Chapter 5.3.3 --- Conclusion --- p.110 / Chapter 5.4 --- Results of Hypothesis2 --- p.110 / Chapter 5.4.1 --- The output of SPSS --- p.110 / Chapter 5.4.2 --- General description --- p.111 / Chapter 5.4.3 --- Conclusion --- p.112 / Chapter 5.5 --- Results of Hypothesis 3 --- p.112 / Chapter 5.5.1 --- The mean score for each question --- p.113 / Chapter 5.5.2 --- The output of SPSS --- p.114 / Chapter 5.5.3 --- General description --- p.114 / Chapter 5.5.4 --- Conclusion --- p.114 / Chapter 5.6 --- Summary --- p.115 / Chapter CHAPTER SIX: --- GENERAL DISCUSSIONS OF RESULTS --- p.117 / Chapter 6.1 --- Introduction --- p.117 / Chapter 6.2 --- Discussion of Hypothesis1 --- p.117 / Chapter 6.2.1 --- General evaluation of Hypothesis1 --- p.117 / Chapter 6.2.2 --- Conceptual metaphors and image schemas as embodied motivation --- p.119 / Chapter 6.2.3 --- English as a satellite-framed language --- p.123 / Chapter 6.2.4 --- Visualization and dual coding theory --- p.124 / Chapter 6.2.5 --- Consolidation and elaboration in vocabulary acquisition --- p.127 / Chapter 6.3 --- Discussion of Hypothesis2 --- p.130 / Chapter 6.3.1 --- General evaluation of Hypothesis2 --- p.130 / Chapter 6.3.2 --- The cognitive linguistic view on polysemous words --- p.132 / Chapter 6.3.3 --- Effective guessing based on core meaning --- p.135 / Chapter 6.4 --- Discussion of Hypothesis3 --- p.136 / Chapter 6.4.1 --- General evaluation of Hypothesis3 --- p.136 / Chapter 6.4.2 --- Discussion of six questions of questionnaire --- p.137 / Chapter 6.4.3 --- Fallacies in traditional phrasal verb learning --- p.140 / Chapter 6.4.4 --- Metaphoric triangle for phrasal verb learning --- p.142 / Chapter 6.5 --- Summary --- p.144 / Chapter CHAPTER SEVEN: --- PEDAGOGICAL IMPLICATIONS AND CONCLUSION --- p.149 / Chapter 7.1 --- Introduction --- p.149 / Chapter 7.2 --- Traditional approach to phrasal verbs in Hong Kong English textbooks --- p.150 / Chapter 7.3 --- Pedagogical implications of PBL on phrasal verb learning --- p.155 / Chapter 7.3.1 --- Forewords to pedagogical application of PBL --- p.156 / Chapter 7.3.2 --- Sample learning materials --- p.158 / Chapter 7.3.2.1 --- Sample One (lower intermediate to intermediate level) --- p.159 / Chapter 7.3.2.2 --- Sample Two (upper intermediate to advanced level) --- p.165 / Chapter 7.3 --- Conclusion to pedagogical implications --- p.171 / Chapter 7.4 --- An overall conclusion of the present study --- p.173 / Chapter 7.4.1 --- Limitations --- p.173 / Chapter 7.4.2 --- Suggestions for future research --- p.175 / Chapter 7.4.3 --- Author's expectation of PBL on phrasal verb learning --- p.176 / REFERENCES --- p.178 / APPENDICES 1-19 --- p.194