Spelling suggestions: "subject:"formula""
11 |
Evaluating Collocational Processing Theory Through Letter TranspositionNicklin, Christopher, 0000-0002-8945-0678 05 1900 (has links)
Since corpus linguistics gained popularity as a methodology in the latter half of the 20th century, second language acquisition research has seen the emergence of work investigating formulaic language, such as idioms, lexical bundles, and collocations. A collocation is a string of words that co-occur more routinely than probability would predict, and can be considered as an existing entity beyond the component words (Manning & Schütze, 1999). Although formulaic language processing has been investigated by many researchers, uncertainty exists regarding whether such items are processed holistically as single units, or componentially in the form of the constituent words, with no definitive research having weighted the evidence in either direction.The purposes of the current study are threefold. The first purpose involves conducting research specifically designed to investigate whether L1 and L2 collocational processing is componential or holistic. This issue is important because existing research makes claims based on putative entailments, such as recognition latencies, as opposed to assessing behavior with manipulations that could only produce certain results if processing is holistic. The second purpose involves investigating collocational processing through a unique letter transposition condition that was specifically designed to isolate a holistic processing effect. The third purpose involves assessing data from an experiment designed to investigate collocation processing during orthographic word recognition.
Fifty-four adjective-noun collocations and 18 novel pairs were embedded in sentences and presented to L1 and L2 English users in a self-paced reading experiment. The target items were presented in one of three conditions; no transposition (e.g., pretty girl), word transposition (e.g., prtety gril), and phrase transposition (e.g., prettg yirl). Results revealed that phrase transpositions engendered significantly longer reading times than the other conditions, indicating that these manipulations were processed as word-final and word-initial substitutions as opposed to a single phrase-internal transposition. Thus, the results indicated that the collocations were most likely processed componentially as two separate words. These findings have implications for collocation processing theory by suggesting that future models should consider collocations as being componentially processed at the orthographic, word recognition stage, and that the faster reaction times observed in previous studies should be considered in terms of an entrenchment continuum as opposed to evidence of holistic processing. / Teaching & Learning
|
12 |
Formulaic sequences in English conversation: Improving spoken fluency in non-native speakers.McGuire, Michael 08 1900 (has links)
Native speakers often ignore the limitless potential of language and stick to institutionalized formulaic sequences. These sequences are stored and processed as wholes, rather than as the individual words and grammatical rules which make them up. Due to research on formulaic sequence in spoken language, English as a Second Language / Foreign Language pedagogy has begun to follow suit. There has been a call for a shift from the traditional focus on isolated grammar and vocabulary to formulaic sequences and context. I tested this hypothesis with 19 L2 English learners who received 5 weeks of task-based instruction and found substantial progress in oral fluency only for the experimental group. Differences between pretest and posttest oral fluency were examined by looking at the learners' speech rate and their mean length of run. Subjective evaluation of fluency by 16 native English judges confirmed the calculated measures.
|
13 |
Le langage préfabriqué en français parlé L2 : Étude acquisitionnelle et comparativeForsberg, Fanny January 2006 (has links)
<p>This study investigates the use of formulaic language in spoken French produced by native and non-native speakers. It aims at describing the development of formulaic sequences in learners ranging from beginners to very advanced users. It draws on data from the InterFra corpus, which includes both formal and semi-formal learners. Four measures are used to characterize this development: extent of formulaic language used, category distribution, type / token ratio and frequency of types. </p><p>It has been shown that a user’s knowledge of formulaic sequences impacts heavily on language proficiency and idiomaticity. Because these sequences follow neither grammatical nor lexical rules, they constitute the last threshold for advanced L2 learners. In second language acquisition, the term formulaic sequence not only applies to strict idiomatic constructions, but it is also used to refer to sequences that appear to be acquired in a holistic manner during the first phases of acquisition. A categorization is therefore proposed that can account for native and non-native usage of formulaic sequences (prefabs). Five categories of prefabs are included: Lexical, Grammatical, Discourse, Situational and Idiosyncratic. </p><p>The extent of a learner’s use of formulaic language increases as the learner progresses, the largest amount found in the production of native speakers and very advanced learners. The learner’s distribution of categories moves towards native speaker distribution, albeit slowly. Situational and Idiosyncratic prefabs are found to characterize the early phases of acquisition, while Lexical prefabs are mastered later and are a major difficulty for L2 learners. Only very advanced learners who have spent considerable time in France produce the same proportion of Lexical prefabs as native speakers. Discourse prefabs constitute the most important category for all groups, including natives and non-natives. It can therefore be postulated that the main function of formulaic sequences in spoken French is that of discourse structuring and speech management. The development and use of formulaic language is explained within a framework of Frequency Effects. Coupled with other factors, frequency can account for why Lexical prefabs are hard to acquire and why formulaic sequences take a long time to master.</p> / The thesis is published and can be purchased by Peter Lang http://www.peterlang.com/index.cfm?vID=11369&vLang=E&vHR=1&vUR=1&vUUR=38
|
14 |
Le langage préfabriqué en français parlé L2 : Étude acquisitionnelle et comparativeForsberg, Fanny January 2006 (has links)
This study investigates the use of formulaic language in spoken French produced by native and non-native speakers. It aims at describing the development of formulaic sequences in learners ranging from beginners to very advanced users. It draws on data from the InterFra corpus, which includes both formal and semi-formal learners. Four measures are used to characterize this development: extent of formulaic language used, category distribution, type / token ratio and frequency of types. It has been shown that a user’s knowledge of formulaic sequences impacts heavily on language proficiency and idiomaticity. Because these sequences follow neither grammatical nor lexical rules, they constitute the last threshold for advanced L2 learners. In second language acquisition, the term formulaic sequence not only applies to strict idiomatic constructions, but it is also used to refer to sequences that appear to be acquired in a holistic manner during the first phases of acquisition. A categorization is therefore proposed that can account for native and non-native usage of formulaic sequences (prefabs). Five categories of prefabs are included: Lexical, Grammatical, Discourse, Situational and Idiosyncratic. The extent of a learner’s use of formulaic language increases as the learner progresses, the largest amount found in the production of native speakers and very advanced learners. The learner’s distribution of categories moves towards native speaker distribution, albeit slowly. Situational and Idiosyncratic prefabs are found to characterize the early phases of acquisition, while Lexical prefabs are mastered later and are a major difficulty for L2 learners. Only very advanced learners who have spent considerable time in France produce the same proportion of Lexical prefabs as native speakers. Discourse prefabs constitute the most important category for all groups, including natives and non-natives. It can therefore be postulated that the main function of formulaic sequences in spoken French is that of discourse structuring and speech management. The development and use of formulaic language is explained within a framework of Frequency Effects. Coupled with other factors, frequency can account for why Lexical prefabs are hard to acquire and why formulaic sequences take a long time to master. / The thesis is published and can be purchased by Peter Lang http://www.peterlang.com/index.cfm?vID=11369&vLang=E&vHR=1&vUR=1&vUUR=38
|
15 |
Oracy, Literacy and the Music of Adam De La Halle: The Evidence of the Manuscript Paris, BibliothèQue Nationale f.fr. 25566Keyser, Dorothy 08 1900 (has links)
This study examines the thirteenth century Artesian trouvère Adam de la Halle in the manuscript Paris, Bibliothèque Nationale f.fr 25566 as it pertains to the oral/literate model for explaining characteristics of musical traditions. The fortuitous collaboration of a single scribe with a single composer on a musical collection encompassing a cross-section of thirteenth-century styles and idioms make this repertoire uniquely appropriate to a comparison of musical oracy and literacy.
|
16 |
The Reading of Formulaic Sequences in a Native and Non-Native Language: An Eye Movement AnalysisGerard, Jessica Eve January 2007 (has links)
This study contributes to the growing body of formulaic language research that indicates that formulaic sequences (e.g., idioms, collocations, metaphors, and other conventionalized multi-word items) facilitate comprehension by reducing processing load (Wray, 2002). Expanding on Underwood et. al. (2004), this study combines corpus analysis and eye-movement data to assess the contribution of formulaicity to the comprehension of a whole, authentic text.Information regarding grammatical, lexical, and contextual conventions for each formulaic item in the text was obtained via the Collins COBUILD Online Corpus and the British National Corpus. Additionally, using an Applied Science Laboratories Eye Tracker, the eye movements of two native speakers and one non-native speaker of English were recorded and the fixations for formulaic sequences were compared. All eye movement data was interpreted in light of Goodman's Transactional model of reading (2003). Specifically, eye movements for each participant were compared across two conditions: 1) a condition comprised of the formulaic sequences in the text and 2) a baseline segment from the text which was free of formulaic items. Paired t-tests were performed for each participant to determine whether or not the eye movement behavior differed significantly in the two conditions. Data analysis indicates that both native and non-native readers of English showed significant differences in the eye movement patterns for the two conditions. However, these significant differences were reversed for the two participant groups. In the case of the native readers, the predictable nature of formulaic sequences facilitated the processing of written text, as evidenced by a significantly lower percentage of words fixated in the formulaic sequences in comparison with the percent of words fixated in the baseline condition. However, for the non-native readers, 1) lack of experience with the formulaic items and 2) their opaque nature appeared to hinder comprehension, resulting in a significantly higher percentage of words fixated in the formulaic condition than in the baseline, non-formulaic condition. This dissertation has implications for the fields of first and second language acquisition, particularly literacy theory and instruction.
|
17 |
Assessing conventionalized language in English learner essays by applying a method of "warming up" in Swedish L1Heisholdt Risberg, Karianne January 2008 (has links)
<p><strong>Abstract</strong></p><p> </p><p>The aim of this study is to look at the use of formulaic language, i.e. memorized and conventionalized combinations of words, in essays written by Swedish intermediate level students of English. Drawing on previous research (Cohen and Brooks -Carson 2001) this study will apply a method of “warming up” in Swedish (L1) before writing in English (L2). The primary material includes thirty essays written directly in English, and thirty essays starting from an outline in Swedish and then written in English, by the same students but on a different topic.</p><p>Since there is evidence that native speakers always score the highest on amount of formulaic language in written discourse, the main hypothesis of this study is that by starting from an outline in Swedish and then writing in English the students will make use of more formulaic language than when writing directly in English. The first research question involves the quantity of formulaic language in the students’ essays. The second question concerns the distribution and use of the different categories of FSs (NPs, VPs etc) in the direct and indirect modes of writing. The last question addresses the erroneous attempts made by the students in forming FSs and the possible influence of transfer from L1 in the essays starting from an outline in Swedish compared to the essays written directly in English.</p><p>The findings of this study lend support to the main hypothesis. Moreover, the analysis shows that there are significant differences in the distribution and use of the different categories of formulaic language in the direct and indirect modes of writing. Results are suggestive of a more conscious and less uncertain approach in the essays starting from an outline in Swedish, however the findings may be circumstantial. Furthermore, the results indicate that the method of “warming up” in Swedish may encourage the use of combinations of words that are more conventionalized and do not always interact with syntax in a regular way. The findings also indicate that transfer is not more salient in the essays starting from an outline in Swedish if compared to the essays written directly in English, at least not in relation to the erroneous FSs found in the students’ essays.</p><p> </p><p>Keywords: <em>formulaic sequences, conventionalization, contrastive awareness, language processing, language acquisition.</em></p>
|
18 |
Assessing conventionalized language in English learner essays by applying a method of "warming up" in Swedish L1Heisholdt Risberg, Karianne January 2008 (has links)
The aim of this study is to look at the use of formulaic language, i.e. memorized and conventionalized combinations of words, in essays written by Swedish intermediate level students of English. Drawing on previous research (Cohen and Brooks -Carson 2001) this study will apply a method of “warming up” in Swedish (L1) before writing in English (L2). The primary material includes thirty essays written directly in English, and thirty essays starting from an outline in Swedish and then written in English, by the same students but on a different topic. Since there is evidence that native speakers always score the highest on amount of formulaic language in written discourse, the main hypothesis of this study is that by starting from an outline in Swedish and then writing in English the students will make use of more formulaic language than when writing directly in English. The first research question involves the quantity of formulaic language in the students’ essays. The second question concerns the distribution and use of the different categories of FSs (NPs, VPs etc) in the direct and indirect modes of writing. The last question addresses the erroneous attempts made by the students in forming FSs and the possible influence of transfer from L1 in the essays starting from an outline in Swedish compared to the essays written directly in English. The findings of this study lend support to the main hypothesis. Moreover, the analysis shows that there are significant differences in the distribution and use of the different categories of formulaic language in the direct and indirect modes of writing. Results are suggestive of a more conscious and less uncertain approach in the essays starting from an outline in Swedish, however the findings may be circumstantial. Furthermore, the results indicate that the method of “warming up” in Swedish may encourage the use of combinations of words that are more conventionalized and do not always interact with syntax in a regular way. The findings also indicate that transfer is not more salient in the essays starting from an outline in Swedish if compared to the essays written directly in English, at least not in relation to the erroneous FSs found in the students’ essays.
|
19 |
Deconstruction and the concept logos in the Gospel of John and the binary opposition between the oral and the written text, with special reference to primarily oral cultures in South Africa.Hendricks, Gavin Peter. January 2002 (has links)
This thesis examines the Historical Critical method and its opponent Deconstruction in relation
to the Logos tradition from the perspective of Orality-Literacy Studies. The resultant paradigm
seeks to revise the logical procedures underlying the Historical Critical method and
Deconstruction, so as to approximate the media realities that underlie the Logos tradition and its
power for resistance.
The first part of the thesis undertakes a detailed historical critical analysis of the Logos
tradition and the proposed religious influences in the Gospel of John. The Historical Critical
Method of the Logos has focused exclusively on written text, i.e.Words committed to
chirographic space. This analysis is followed by a critical analysis of the Logos-Hymn, which
is followed by an indepth exegetical study ofJohn's Prologue (1: 1-18) in locating the form and
character of the Logos-Hymn. The Logos tradition will serve as bedrock in understanding the
polemic in Chapters five and six and its relationship to John's Prologue (1: 1-18) in the Gospel
of John and that of primarily! oral communities prior the 1994 democratic era in South Africa.
The second part of the study will focus on Derrida' s Deconstruction critique of the
metaphysics of presence against the Logos which presents as a leading case for Logocentrism.
Deconstruction should be seen as a series of recent displacements among philosophy, literary
criticism and Biblical studies. Current reaction to Derrida in philosophy and literary criticism includes enthusiastic acceptance but also hostility and rejection from academic humanists who
perceive him as a threat to their metaphysical assumptions. Reaction from Biblical scholars
could be similarly negative, although most of Derrida's writings should stimulate them to a
healthy rethinking of their positions. Derrida's insistence that meaning is an affair of
language's systems of difference "without positive terms" and his proposition that writing is
prior to speech are two main elements in his attack on the foundations of Western metaphysics
and its 'logocentric' convictions that we can experience meaning in 'presences' removed from
the play of differential systems (Schneidau 1982:5).
Derrida repudiates the classical logos behind this assumption but also the Christian Logos, yet
the Biblical insistence on our understanding of ourselves in relation to a historical past, rather
than in terms of a static cosmic system, breaks with the tendencies of logocentrism and allows
us to align Derrida and the Bible. This radical way of appropriating history, without the
possibility of reifications of various sorts, should lead Biblical scholars further into
kerygmatic reflection. Derrida's deconstruction demonstrates the dubious status of ordinary
language, literal meaning, and common sense thinking and invites us to see the illusory
metaphysics behind the written text, a metaphysics that some Biblical structuralists seem to
accept uncritically. It is these metaphysical analyses of the Word that unravel the binary
opposition between the spoken Logos and that of the written text and its relation to meaning
and representation in the reality of primarily oral cultures.
The third part of the thesis will focus the attention on tradition perceived as transmissional
processes towards a means of communication in primarily oral cultures. In the place of the Historical Critical Method and Deconstruction henneneutics of the Logos tradition, an oral
thesis is developed which will focus on an Anthropology of Liberation. The Logos can be seen
as a liberating force for primarily oral communities against the falsely constructed realities of
the written text in our South African context. The written text has played a major role in the
social engineering of segregation and social boundaries by the Apartheid government in South
Africa.
It is suggested that Orality-Literacy research is an appropriately inclusive metaphor in
understanding the Logos as a collective memory for primarily oral cultures shared by hearer
and speaker alike. Orality-literacy helps us to understand the literary dynamics between
speech and writing and to dialogue with the history of the 'Other' or those from the
'otherside, 'the marginalized and the dispossesed. Finally this thesis suggest that the discourse
of the 'Other' is able to produce meaning and representation in the construction of knowledge,
and is a discourse that is shared by hearer and speaker alike. / Thesis (Ph.D.)-University of Natal, Durban, 2002.
|
20 |
Beyond traditional literature : towards oral theory as aural linguistics.Alant, Jacob Willem. January 1996 (has links)
Oral Theory, which is the discipline that studies the oral tradition, has been characterized as
a literary anthropology, centered on essentially two notions: tradition on the one hand,
literature on the other. Though emphasis has moved from an initial preoccupation with oral textual
form (as advocated by Parry and Lord) to concerns with the oral text as social
practice, the anthropological / literary orientation has generally remained intact. But through
its designation of a traditional 'other' Oral Theory is, at best, a sub-field of anthropology; the
literature it purports to study is not literature, but anthropological data. This undermines the
existence of the field as discipline. In this study it is suggested that the essence of orality
as subject matter of Oral Theory - should be seen not in the origins of its creativity (deemed
'traditional'), nor in its aesthetic process / product itself ('literature'), but in its use of
language deriving from a different 'auditory' conception of language (as contrasted with the
largely 'visualist' conception of language at least partly associated with writing). In other
words, the study of orality should not be about specific oral 'genres', but about verbalization
in general. In terms of its auditory conception, language is primarily defined as existing in
sound, a definition which places it in a continuum with other symbolical / meaningful sounds,
normally conceptualized as 'music'. Linguistics, being fundamentally scriptist (visualist) in
orientation, fails to account for the auditory conception of language. To remedy this, Oral
Theory needs to set itself up as an 'aural linguistics' - implying close interdisciplinary
collaboration with the field of musicology - through which the linguistic sign of orality could
be studied in all its particularity and complexity of meaning. / Thesis (Ph.D.)-University of Natal, Durban, 1996.
|
Page generated in 0.0622 seconds