Huang, Zeping. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 121-132). / Abstracts in English and Chinese; appendix two in English and Chinese. / Acknowledgements --- p.i / Abstract --- p.iii / Abstract (Chinese) --- p.v / Table Of Contents --- p.vi / List of Tables --- p.ix / List of Figures and Graphs --- p.x / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Chapter 1.1. --- Motivation --- p.1 / Chapter 1.1.2. --- The importance of language use in L2 writing --- p.1 / Chapter 1.1.2. --- The possibilities of integrating corpora into L2 writing instruction --- p.2 / Chapter 1.1.3. --- The need for corpus-informed approach --- p.2 / Chapter 1.2. --- Purpose of this study --- p.4 / Chapter 1.3. --- Research questions --- p.5 / Chapter 1.4. --- Overall research methods --- p.5 / Chapter 1.5. --- Significance of the study --- p.5 / Chapter 1.6. --- Organization of the thesis --- p.6 / Chapter CHAPTER TWO --- LITERATURE REVIEW --- p.8 / Chapter 2.1. --- "Research on corpora and L2 writing...," --- p.8 / Chapter 2.1.1. --- Studies on corpus use from teachers' perspective --- p.9 / Chapter 2.1.2. --- Studies on students' direct use of corpus --- p.10 / Chapter 2.1.3. --- Empirical Studies on corpus and vocabulary learning --- p.17 / Chapter 2.2. --- Evaluations of the studies under review --- p.19 / Chapter 2.2.1. --- Evaluation of research on corpus-informed teaching materials development --- p.19 / Chapter 2.2.2. --- Evaluations of empirical research on students' direct use of corpus --- p.21 / Chapter 2.3. --- Call for further studies --- p.22 / Chapter CHAPTER THREE --- METHODOLOGY --- p.24 / Chapter 3.1. --- Participants --- p.24 / Chapter 3.2. --- Research Setting --- p.25 / Chapter 3.3. --- Materials --- p.25 / Chapter 3.3.1. --- Corpora used --- p.26 / Chapter 3.3.2. --- Selecting the target words --- p.28 / Chapter 3.3.3. --- Sifting the concordance lines --- p.29 / Chapter 3.3.4. --- Formulating the queries --- p.30 / Chapter 3.4. --- Research design --- p.32 / Chapter 3.4.1. --- Pretest --- p.33 / Chapter 3.4.2. --- Immediate posttest --- p.33 / Chapter 3.4.3. --- Delayed posttest --- p.34 / Chapter 3.5. --- Procedures --- p.35 / Chapter 3.6. --- Instruments --- p.37 / Chapter 3.6.1. --- Questionnaires --- p.37 / Chapter 3.6.2. --- Learning journals --- p.38 / Chapter 3.6.3. --- Uptake sheets --- p.38 / Chapter 3.7. --- Data collection and analysis --- p.38 / Chapter 3.7.1. --- Holistic scoring --- p.39 / Chapter 3.7.2. --- Analysis of the use of target words --- p.40 / Chapter 3.7.3. --- Questionnaire responses --- p.42 / Chapter 3.8. --- Chapter summary --- p.43 / Chapter CHAPTER FOUR --- RESULTS --- p.44 / Chapter 4.1. --- Holistic scores --- p.44 / Chapter 4.2. --- Use of signaling nouns (SNs) --- p.46 / Chapter 4.2.1. --- Accuracy --- p.46 / Chapter 4.2.2. --- Complexity --- p.61 / Chapter 4.2.3. --- Retention of the target patterns --- p.73 / Chapter 4.3. --- Content Schemata nouns --- p.74 / Chapter 4.4. --- Evaluation of the concordance exercises --- p.75 / Chapter 4.4.1. --- Effects on vocabulary learning --- p.75 / Chapter 4.4.2. --- Effect on L2 writing --- p.78 / Chapter 4.4.3. --- Difficulties in doing the concordance exercises --- p.80 / Chapter 4.5. --- Chapter summary --- p.84 / Chapter CHAPTER FIVE --- DISCUSSION --- p.85 / Chapter 5.1. --- Did the corpus-informed approach improve students' overall writing quality? --- p.85 / Chapter 5.1.1. --- Cut-off sentences --- p.87 / Chapter 5.1.2. --- Culture-loaded information in concordance lines --- p.88 / Chapter 5.2. --- Did the corpus-informed approach improve vocabulary use in students' writing? --- p.90 / Chapter 5.2.1. --- Interface of lexis and syntax --- p.91 / Chapter 5.2.2. --- Encouraging usage-based learning --- p.95 / Chapter 5.2.3. --- Raising learner awareness of collocation and colligation --- p.97 / Chapter 5.2.4. --- Retention of lexico-grammatical patterns --- p.98 / Chapter 5.3. --- Did students think that corpus-informed approach helped their writing? --- p.100 / Chapter 5.4. --- Towards a tentative model of corpus-informed writing instruction --- p.102 / Chapter 5.4.1. --- Preparing Materials --- p.104 / Chapter 5.4.2. --- During the exploration of a topic-specific corpus --- p.105 / Chapter 5.4.3. --- Follow-up activities after exploration of the topic-specific corpus --- p.106 / Chapter 5.5. --- Chapter summary --- p.108 / Chapter CHAPTER SIX --- CONCLUSION --- p.109 / Chapter 6.1. --- Summary of this study --- p.109 / Chapter 6.1.1. --- Enhancement of lexico-grammatical patterns --- p.109 / Chapter 6.1.2. --- Enhanced awareness of the importance of collocations --- p.111 / Chapter 6.1.3. --- Pivotal role of prior grammatical knowledge in corpus-informed learning --- p.111 / Chapter 6.1.4. --- Insignificant correlation between learning CSNs and ideas development --- p.113 / Chapter 6.2. --- Pedagogical implications --- p.113 / Chapter 6.2.1. --- Writing materials development --- p.114 / Chapter 6.2.2. --- Implementation of corpus-informed activities --- p.115 / Chapter 6.3. --- Limitations and suggestions --- p.117 / Chapter 6.3.1. --- A longer experimental time frame --- p.117 / Chapter 6.3.2. --- More lexical input --- p.118 / Chapter 6.3.3. --- More comparison groups --- p.118 / Chapter 6.3.4. --- Different proficiency levels --- p.119 / Chapter 6.3.5. --- Web-based concordances and more follow-up learning activities --- p.119 / Chapter 6.3.6. --- Case studies --- p.120 / Chapter 6.4. --- Closing remarks --- p.120 / Bibliography --- p.121 / Appendix One Questionnaire One --- p.133 / Appendix Two Questionnaire Two --- p.136 / Appendix Three Learning Journal --- p.139 / Appendix Four Pre-writing Vocabulary Study --- p.140 / Appendix Five Pretest Writing Task --- p.153 / Appendix Six Immediate Posttest Writing Task --- p.154 / Appendix Seven Delayed Posttest Writing Task --- p.155
| Identifer | oai:union.ndltd.org:cuhk.edu.hk/oai:cuhk-dr:cuhk_327109 |
| Date | January 2010 |
| Contributors | Huang, Zeping., Chinese University of Hong Kong Graduate School. Division of English. |
| Source Sets | The Chinese University of Hong Kong |
| Language | English, Chinese, Chinese |
| Detected Language | English |
| Type | Text, bibliography |
| Format | print, x, 155 leaves : ill. ; 30 cm. |
| Coverage | China |
| Rights | Use of this resource is governed by the terms and conditions of the Creative Commons “Attribution-NonCommercial-NoDerivatives 4.0 International” License (http://creativecommons.org/licenses/by-nc-nd/4.0/) |
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