Creativity and unnaturalness in the use of phrasal verbs in ESL learner language

Interest in ESL learner language has gained momentum since the 1990s with the generation of learner corpora, development of robust Concordance software and the establishment of the principles of the corpus –-linguistic methodology. All these innovations have empowered researchers to investigate not only the frequent but also the idiosyncratic features of different language phenomena in learner language. This corpus-based content analysis stydy was an attempt to explore the phenomena of creativity and unnaturalness in the use of phrasal verbs in an ESL context. Findings revealed that albeit the ESL learners were competent enough in creating compositional phrasal verbs, hence creative, they often produced unusual forms in their attempt to use and create idiomatic phrasal verbs. Materials developers and teachers are, therefore, recommended to provide materials and learning activities that would enable ESL learners to more effectively acquire phrasal verbs in general and idiomatic combinations in particular

Use of phrasal verbs in an ESL learner corpus and its corresponding pedagogic corpus

Phrasal verbs are one of the most notoriously puzzling aspects of English language instruction. Despite their potential complexities, they are of high relevance for ESL/ EFL learners because knowledge of them is often equated with language proficiency and fluency. With the emergence of corpus linguistics, phrasal verbs have been extensively studied in General, Learner and Pedagogic corpora. Literature, however, is lacking in how learners’ use of phrasal verbs reflects the corresponding pedagogic corpora to which they are exposed. To fill this research gap, this study adopted a corpus-based content analysis as its methodological approach to investigate the treatment of phrasal verbs in an ESL learner corpus and its corresponding pedagogic corpus. Findings are also compared against the presentation of these combinations in the British National Corpus (BNC). The study reveals that the selection of teaching materials is more intuitively than empirically based. It also suggests that teachers can use available corpora as supplementary teaching sources to work out the areas of L2 that tend to cause problems for the learners

Using corpora to develop learners’ collocational competence

This article investigates the role of direct corpus use in learners’ collocational competence in academic writing. An experiment was conducted between two groups of Chinese postgraduates who had no previous knowledge of corpora. It was embedded in a regular 4-month linguistics course in the students’ programmes, where a corpus-assisted method was used for the experimental group and a traditional, or rule-based, method was used for the control group. The English essays written by these two groups of learners from different time periods (before, immediately after, and two months after the course) were analysed regarding the learners’ collocational use—in particular, verb-preposition collocations. The results reveal that while both groups showed improvements in their academic writing, the students in the experimental group displayed a significant improvement in the use of collocations, including a higher rate of accuracy, or naturalness, and an increased use of academic collocations and fixed phraseological items. It is thus concluded that the knowledge and use of corpora can help students raise their awareness of habitual collocational use and develop their collocational competence. This supports the positive role of direct corpus application in an EFL context

Multiword expression processing: A survey

Multiword expressions (MWEs) are a class of linguistic forms spanning conventional word boundaries that are both idiosyncratic and pervasive across different languages. The structure of linguistic processing that depends on the clear distinction between words and phrases has to be re-thought to accommodate MWEs. The issue of MWE handling is crucial for NLP applications, where it raises a number of challenges. The emergence of solutions in the absence of guiding principles motivates this survey, whose aim is not only to provide a focused review of MWE processing, but also to clarify the nature of interactions between MWE processing and downstream applications. We propose a conceptual framework within which challenges and research contributions can be positioned. It offers a shared understanding of what is meant by "MWE processing," distinguishing the subtasks of MWE discovery and identification. It also elucidates the interactions between MWE processing and two use cases: Parsing and machine translation. Many of the approaches in the literature can be differentiated according to how MWE processing is timed with respect to underlying use cases. We discuss how such orchestration choices affect the scope of MWE-aware systems. For each of the two MWE processing subtasks and for each of the two use cases, we conclude on open issues and research perspectives

Early Linguistic Interactions: Distributional Properties of Verbs in Syntactic Patterns

Honors (Bachelor's)LinguisticsUniversity of Michiganhttp://deepblue.lib.umich.edu/bitstream/2027.42/120575/1/liamc.pd

The phraseology of phrasal verbs in English: a corpus study of the language of Chinese learners and native English writers

The aim of this study is to supplement existing research on phraseology in learner language by exploring the behaviours of phrasal verbs, a notorious hurdle for learners of English. This thesis compares a Chinese learner corpus (CLEC) with an English native speakers’ corpus (LOCNESS), with a reference corpus, the Bank of English (BoE), being consulted where necessary. A series of quantitative and qualitative investigations are conducted on phrasal verbs: calculation of frequency distribution and type-token ratios; identification of phraseological information, including collocation, semantic preference, semantic sequence and prosody. The results are discussed in full. Additionally, a framework utilising degrees of idiomaticity and restriction strength to group phrasal verbs is proposed and the issue of distinguishing synonymous counterparts is tackled as well. The results generally indicate that Chinese learner language tends to have more phrasal verb tokens but fewer types than written native speaker English does. Detailed case studies of phrasal verbs show, however, that the phraseological behaviours of phrasal verbs as used by learners are so individualised that the findings are mixed. Learner uses are characterised by idiosyncrasies of different phraseological units, suggesting that the links (between lexis and lexis, or lexis and concepts) in the lexicon of L2 are different from those in L1

The development of phrasal verbs in British English from 1650 to 1990: A corpus-based study

Phrasal verbs or particle verbs are one of the most idiosyncratic features of the English language, as well as of other Germanic languages, such as German or Dutch. They pose many problems for non-native speakers, because their meanings have to be learned separately from the meanings of their verbal bases (give vs. give up), given that the union of the two elements of the compound (the verb and the particle) very often gives rise to new non-compositional forms very similar to idioms. This dissertation tackles some of the questions concerning the nature of phrasal verbs. First, I intend to delimit the concept of phrasal verb as conceived of in Present-day English. One of the topics often discussed in relation to this category is precisely that of the difficulty of establishing the boundaries between phrasal verbs and other related categories. Second, I aim at filling a gap in the literature of phrasal verbs by carrying out a corpus analysis of the development of these structures in the recent history of English, more precisely between 1650 and 1990. After comparing the recent history of phrasal verbs with their status in earlier stages of the language as described in the literature, a third aim of the present dissertation is to establish a relationship between these structures and the processes of grammaticalization, lexicalization and idiomatization. For these purposes, data have been extracted from several sources, in particular from ARCHER 3.1 (A Representative Corpus of Historical English Registers), although many illustrative examples, especially those involving Present-day English combinations, have also been obtained from the BNC (British National Corpus) or the Internet. Recurrent use has also been made of several dictionaries of English, most notably the Oxford English Dictionary, as well as dictionaries specialized in phrasal verbs and related structures

Multiword expressions at length and in depth

The annual workshop on multiword expressions takes place since 2001 in conjunction with major computational linguistics conferences and attracts the attention of an ever-growing community working on a variety of languages, linguistic phenomena and related computational processing issues. MWE 2017 took place in Valencia, Spain, and represented a vibrant panorama of the current research landscape on the computational treatment of multiword expressions, featuring many high-quality submissions. Furthermore, MWE 2017 included the first shared task on multilingual identification of verbal multiword expressions. The shared task, with extended communal work, has developed important multilingual resources and mobilised several research groups in computational linguistics worldwide. This book contains extended versions of selected papers from the workshop. Authors worked hard to include detailed explanations, broader and deeper analyses, and new exciting results, which were thoroughly reviewed by an internationally renowned committee. We hope that this distinctly joint effort will provide a meaningful and useful snapshot of the multilingual state of the art in multiword expressions modelling and processing, and will be a point point of reference for future work