Los liheci chinos e indoeuropeos : un análisis comparativo de chino, inglés y ruso

Tesis inédita de la Universidad Complutense de Madrid, Facultad de Filología, leída el 13-07-2021The present paper titled “Liheci in Chinese and Indo-European languages: a comparative analysis of Chinese, English and Russian” investigates the category of liheci in the Chinese language and compares it with similar categories in the two named Indo-European languages. Liheci are semantically indivisible combinations of a verb and a noun with a joint verbal meaning and are a highly disputed phenomenon in Chinese which is often confused with simple verbs or presented as one of their subtypes. In Western literature, as well as in Chinese works for learners of Chinese as a foreign or second language, liheci are often not presented. They are normally not introduced in text books forforeign students published in China as well as in Russia and most Western countries. They are almost never discussed in Russian-language research papers as well as on the Russian-speaking Internet. Although there are more resources and research papers written in English, they are still relatively few and they also vary in terminology. They are rarely taught and explained to Chinese L2 learners and, although various research papers dedicated to them can be found in Chinese linguistcs, there is still no consensus about many key points, such as if they are words or word combinations, a separate part of speech or a type of verb, what are the bases for their definition and limitation, and many others...La presente investigación titulada “Los liheci chinos e indoeuropeos: un análisis comparativo de chino, inglés y ruso” estudia la categoría de liheci en la lengua china moderna y las estructuras parecidas a ella en los idiomas indoeuropeos mencionados. Los liheci son unas construcciones disilábicas usadas en el chino moderno, que están compuestas por dos elementos (uno que funciona como un verbo y otro que funciona como un sustantivo) y presentan un significado conjunto como si fueran una sola palabra; pero pueden aparecer separados en algunas oraciones funcionando como dos elementos morfológicos diferentes, conservando, al mismo tiempo, su integridad semántica. Estas estructuras son bastante numerosas en el chino moderno, pero tanto en la literatura occidental, como en la literatura china para extranjeros, los liheci se encuentran en un segundo plano o directamente se omiten. No se tratan en los libros para estudiantes extranjeros publicados tanto en China, como en Rusia y en países europeos. Casi no se habla de liheci en los artículos de investigación en lengua rusa ni en las páginas de Internet en ruso. Los recursos y los artículos de investigación en inglés sobre este tema son más numerosos, pero todavía muy escasos, y además varían en terminología. Los autores chinos han estado investigando los liheci durante mucho tiempo, pero, por obvias razones de idioma, no todas sus investigaciones están al alcance de los lectores occidentales e incluso en sus materiales esa categoría se convierte a menudo en un objeto de disputa...Fac. de FilologíaTRUEunpu

Corpus-Based Research on Chinese Language and Linguistics

This volume collects papers presenting corpus-based research on Chinese language and linguistics, from both a synchronic and a diachronic perspective. The contributions cover different fields of linguistics, including syntax and pragmatics, semantics, morphology and the lexicon, sociolinguistics, and corpus building. There is now considerable emphasis on the reliability of linguistic data: the studies presented here are all grounded in the tenet that corpora, intended as collections of naturally occurring texts produced by a variety of speakers/writers, provide a more robust, statistically significant foundation for linguistic analysis. The volume explores not only the potential of using corpora as tools allowing access to authentic language material, but also the challenges involved in corpus interrogation, analysis, and building

An exploration of second language collocation knowledge and development.

Despite the wealth of LI collocation studies and the explosive growth in corpus linguistics in the last 20 years, relatively little research has been conducted into L2 collocation knowledge and development. Most L2 studies have involved isolated single interventions that have taken as their main research focus collocation errors or collocation types. The assumption is that (advanced) L2 learners should strive for native-like collocation ability and that their lack of collocation accuracy should be judged by a far- removed NS standard. Extremely little experimental work has been completed on the development of L2 collocation knowledge at lower levels of proficiency. Even less has been carried out into how learners themselves address developing their L2 collocation knowledge and what psycholinguistic and contextual factors might be involved. This research sets out to investigate how we can experimentally measure L2 collocation recognition knowledge and production knowledge. It also seeks to examine factors in learning that help or hinder the development of L2 collocation knowledge. From exploring L2 collocation knowledge from these three viewpoints, an experimentally grounded model of L2 collocation knowledge is proposed. This model has several implications for how we might understand the development and organization of the L2 lexicon in relation to L2 collocation knowledge

Corpus language input, corpus processes in learning, learner corpus product. Introduction

International audienc

Formulaicity and language pedagogy

This thesis examines the extent to which research into formulaicity can usefully inform language pedagogy. Aspects of formulaicity are outlined to demonstrate the importance of this area of study to our understanding of language production and use. The relationship between research into formulaicity and wider linguistic research, and between this and language pedagogy, is then examined, and the theoretical and ideological influences on language research and how this may impact on the practice of language teaching discussed. Claims regarding the potential for formulaicity-based pedagogy to aid the acquisition of grammatical competence in an L2 are critically examined, as are notions of what it means to be proficient in a language. The view of language proficiency implied by proficiency testing scales is contrasted with a view of proficiency stemming from studies into formulaic language processing. These issues are then brought together to focus on a particular aspect of language pedagogy, that of teaching academic writing. Conclusions reached in this study are: that formulaicity plays a greater role in normal language production than is generally recognised; that findings from research into this area can add to understanding of what it means to know a language; and that this, in tum, has important implications for language pedagogy. A main conclusion is that, whilst formulaicity-based pedagogy may be more limited than its advocates suggest, its potential to inform the teaching of specific areas of language use should not be ignored

JTEC panel report on machine translation in Japan

The goal of this report is to provide an overview of the state of the art of machine translation (MT) in Japan and to provide a comparison between Japanese and Western technology in this area. The term 'machine translation' as used here, includes both the science and technology required for automating the translation of text from one human language to another. Machine translation is viewed in Japan as an important strategic technology that is expected to play a key role in Japan's increasing participation in the world economy. MT is seen in Japan as important both for assimilating information into Japanese as well as for disseminating Japanese information throughout the world. Most of the MT systems now available in Japan are transfer-based systems. The majority of them exploit a case-frame representation of the source text as the basis of the transfer process. There is a gradual movement toward the use of deeper semantic representations, and some groups are beginning to look at interlingua-based systems

Using the MMORPG ‘RuneScape’ to Engage Korean EFL (English as a Foreign Language) Young Learners in Learning Vocabulary and Reading Skills

This study aims to explore the affordances offered by online role-playing games like RuneScape in learning English vocabulary and developing reading skills, and to examine whether there is any relationship between playing RuneScape and Korean children's vocabulary and reading skills. I sampled five elementary students (1 female and 4 males, aged 10-11), who played RuneScape for 30 minutes per session for 9 to 14 sessions in a private English institute in South Korea. I collected the text data through retrieving the text from the recordings of participants’ game-plays using a screen recorder. The observation data was attained by observing them playing games through participant observation, observation framework and field notes. I analysed the English text learners would encounter when playing Runescape, and using observation, attempted to describe the vocabulary and reading strategies they tend to use whilst playing. The findings showed that participants encountered the seven categories of vocabulary whilst playing: generally-used vocabulary, fixed phrases, RuneScape vernacular, lexis specific to computer games, chat speak (acronyms and abbreviations), emoticons and reduplication. From the observation data, I found that participants used the following vocabulary strategies: looking up in a dictionary, verbalising vocabulary and guessing meanings verbally. Reading strategies were: clicking, verbalising, reading texts aloud, translating and typing. The findings suggest that there is relationship between playing RuneScape and vocabulary and reading skills. However, Korean children do not get sufficient practice in their use of vocabulary and reading skills for pragmatic purposes in their English classrooms, due to time limitations and large classes. Children tend to lack instrumental motivation for learning English, so the fun and interest of playing games might help engage them in learning English. I would argue therefore that online role-playing games have the potential for Korean children as a useful supplementary tool for developing vocabulary and reading skills

Vybrané české a anglické idiomy a vnímání jejich transparentnosti rodilými a nerodilými mluvčími

Katedra anglického jazyka a literaturyPedagogická fakultaFaculty of Educatio