Uses of the Light Verb GET in Chinese EFL Learners’ and English L1 Undergraduates’ Writing: A Corpus-Pattern-Analysis-Based Investigation

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F25%3AG6U7U5HA" target="_blank" >RIV/00216208:11320/25:G6U7U5HA - isvavai.cz</a>

Result on the web

<a href="https://www.scopus.com/inward/record.uri?eid=2-s2.0-85200140854&doi=10.1177%2f21582440241266932&partnerID=40&md5=89002a8cfdc250ac1c28c849440fa178" target="_blank" >https://www.scopus.com/inward/record.uri?eid=2-s2.0-85200140854&doi=10.1177%2f21582440241266932&partnerID=40&md5=89002a8cfdc250ac1c28c849440fa178</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1177/21582440241266932" target="_blank" >10.1177/21582440241266932</a>

Result language

angličtina

Original language name

Uses of the Light Verb GET in Chinese EFL Learners’ and English L1 Undergraduates’ Writing: A Corpus-Pattern-Analysis-Based Investigation

Original language description

In order to facilitate the instruction and acquisition of EFL writing, this paper compares the uses of the light verb get in English writing by Chinese and L1 undergraduates by drawing on insights from the theory of norms and exploitations (TNE). Corpus pattern analysis (CPA) is conducted to analyze the data taken from two comparable corpora of Chinese EFL learners’ and L1 undergraduates’ writing, unveiling both similarities and disparities between the two groups in terms of the patterning of get. Regarding similarities, most of the prototypical patterns identified in the two target corpora are identical, and both corpora show innovative exploitations of norms. In terms of differences, Chinese undergraduates misuses get in their writing in a varied but recognizable way. In addition, Chinese undergraduates are more likely than L1 undergraduates to overuse high-frequency patterns and semantic roles but underuse low-frequency ones, which may result in a lack of diversity in the range of patterns and complements. Chinese undergraduates’ uncertainty of registers is another notable feature in their writing. Based on the findings, the paper further discusses the implications for the teaching and learning of writing in EFL contexts. © The Author(s) 2024.

Czech name

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Czech description

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Type

J_SC - Article in a specialist periodical, which is included in the SCOPUS database

CEP classification

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OECD FORD branch

10201 - Computer sciences, information science, bioinformathics (hardware development to be 2.2, social aspect to be 5.8)

Project

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Continuities

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Publication year

2024

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

SAGE Open

ISSN

21582440

e-ISSN

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Volume of the periodical

14

Issue of the periodical within the volume

3

Country of publishing house

US - UNITED STATES

Number of pages

14

Pages from-to

1-14

UT code for WoS article

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EID of the result in the Scopus database

2-s2.0-85200140854