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E-raamat: Clausal Complements in Native and Learner Spoken English: A Corpus-based Study with Lindsei and Vicolse

  • Formaat: PDF+DRM
  • Sari: Linguistic Insights 161
  • Ilmumisaeg: 19-Mar-2014
  • Kirjastus: Peter Lang AG, Internationaler Verlag der Wissenschaften
  • Keel: eng
  • ISBN-13: 9783035104288
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Clausal Complements in Native and Learner Spoken English: A Corpus-based Study with Lindsei and VicolseSuurem pilt
  • Formaat: PDF+DRM
  • Sari: Linguistic Insights 161
  • Ilmumisaeg: 19-Mar-2014
  • Kirjastus: Peter Lang AG, Internationaler Verlag der Wissenschaften
  • Keel: eng
  • ISBN-13: 9783035104288
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This study deals with the frequency and use of clausal complementation in the oral production of two different Spanish learner groups (i.e. Galician/Spanish learners and Spanish learners) as compared with a further learner group (i.e. German learners) and with native speakers (British students). By using corpus and learner linguistic approaches, this research aims to find out and explain the similarities and differences regarding the use of clausal complementation structures in the oral English of several groups of non-native and native speakers. In addition, this study also depicts the process of collection of the oral corpus VICOLSE, which contains transcripts of spoken English data produced by bilingual Galician/Spanish learners. The identification of variation in the use of clausal complementation across the data sheds light on the particular characteristics of spoken learner language syntax/structuring.

This work on clausal complementation studies the quantitative and qualitative similarities and differences of spoken learner and native language structuring by using data from VICOLSE (an oral learner corpus compiled by the author), LINDSEI and LOCNEC. It also shows how the interplay of several factors (e.g. methodology, corpus comparability, etc.) cannot be overlooked in learner language studies.
Acknowledgements 9(2)
Abbreviations 11(2)
1 Learner language studies
13(44)
1.1 Defining Interlanguage and learner language
14(4)
1.2 A review of learner language studies
18(29)
1.2.1 Contrastive Analysis
18(4)
1.2.2 Error Analysis
22(7)
1.2.3 Interlanguage studies
29(4)
1.2.4 Contrastive Analysis, Error Analysis and Interlanguage: a common goal
33(3)
1.2.5 Modern SLA and Contrastive Interlanguage Analysis
36(11)
1.3 Corpora in the teaching and learning of languages
47(6)
1.4 Computer Learner Corpora successes and limitations
53(1)
1.5 Summary and concluding remarks
54(3)
2 The form and function of complement clauses in English
57(92)
2.1 A theoretical introduction to complementation
57(8)
2.1.1 Generative Grammar
58(2)
2.1.2 Cognitive and Functional grammars
60(2)
2.1.3 Typological approaches
62(2)
2.1.4 Summary
64(1)
2.2 Towards a structural account of complementation
65(36)
2.2.1 A categorial taxonomy of complements: an introduction
65(2)
2.2.2 Complementation vs. Modification
67(3)
2.2.3 Clausal complementation
70(8)
2.2.3.1 Complementizers
78(3)
2.2.3.2 Positions of complement clauses
81(1)
2.2.3.3 The morphology of complement types
82(3)
2.2.3.4 The syntax of complementation
85(7)
2.2.3.5 The semantics of complementation
92(9)
2.3 Verb-governed complementation
101(29)
2.3.1 Complement-taking verbs (CTVs)
102(7)
2.3.2 Choice of complement clause type
109(5)
2.3.2.1 That-clauses
114(7)
2.3.2.2 Wh-clauses
121(3)
2.3.2.3 To-infinitive clauses
124(4)
2.3.2.4 Ing clauses
128(2)
2.4 Adjective-governed complementation
130(7)
2.4.1 That-clauses controlled by adjectives
131(2)
2.4.2 Wh-clauses controlled by adjectives
133(1)
2.4.3 To-clauses controlled by adjectives
134(2)
2.4.4 Ing clauses controlled by adjectives
136(1)
2.5 Noun-governed complementation
137(9)
2.5.1 Head nouns taking that-clauses
141(2)
2.5.2 Head nouns taking Wh-interrogative clauses
143(1)
2.5.3 Head nouns taking to-clauses
143(2)
2.5.4 Head nouns taking of + -ing clauses
145(1)
2.6 A summary of the patterns of clausal complementation
146(3)
3 VICOLSE: creation and description of an EFL spoken learner corpus
149(42)
3.1 Written vs. spoken language
149(13)
3.1.1 The syntax of spoken language
155(4)
3.1.2 Learner English: differences between oral and written production
159(3)
3.2 Design and creation of a learner corpus
162(4)
3.2.1 Data elicitation procedure and activities
164(2)
3.3 Creation of VICOLSE
166(7)
3.3.1 Gathering of material
166(2)
3.3.2 The learners
168(3)
3.3.3 The tasks
171(2)
3.4 VICOLSE
173(2)
3.5 The control corpora
175(16)
3.5.1 The LINDSEI database
176(3)
3.5.2 VICOLSE and LINDSEI compared
179(6)
3.5.3 The native speaker corpus: LOCNEC
185(1)
3.5.4 Summary comparison of VICOLSE, LINDSEI and LOCNEC
186(5)
4 A study of complement clauses in learner and native spoken English: VICOLSE, LINDSEI Spanish, LINDSEI German and LOCNEC compared
191(118)
4.1 Complement clauses in acquisition and learner corpora studies
191(5)
4.2 Analysis of the corpora
196(8)
4.2.1 The quantitative and qualitative approaches in corpus studies
198(3)
4.2.2 Annotating the databases
201(2)
4.2.3 Analyzing the databases
203(1)
4.3 The complement-taking verb database
204(51)
4.3.1 General frequencies
204(7)
4.3.2 That or zero?
211(3)
4.3.3 Complement-taking verbs
214(27)
4.3.4 That-clauses
241(4)
4.3.5 Zero clauses
245(1)
4.3.6 Wh-clauses
246(2)
4.3.7 To-clauses
248(2)
4.3.8 Ing clauses
250(1)
4.3.9 Summary and concluding remarks
251(4)
4.4 Adjective-governed complementation
255(29)
4.4.1 General results
256(4)
4.4.2 That/zero clauses
260(6)
4.4.3 Wh-clauses and if/whether clauses
266(3)
4.4.4 To-clauses
269(10)
4.4.5 Ing clauses
279(3)
4.4.6 Summary and concluding remarks
282(2)
4.5 Noun-governed complementation
284(25)
4.5.1 General results
286(4)
4.5.2 That-clauses
290(5)
4.5.3 That/zero clauses
295(1)
4.5.4 Wh-clauses
295(2)
4.5.5 The head noun way
297(4)
4.5.6 To-clauses
301(4)
4.5.7 Ing clauses
305(2)
4.5.8 Summary and concluding remarks
307(2)
5 Conclusion
309(34)
5.1 Outline
309(1)
5.2 Summary of
Chapters 1 to 4
309(2)
5.3 Results and implications
311(13)
5.3.1 The complement-taking verb database
311(8)
5.3.2 The complement-taking adjective database
319(3)
5.3.3 The complement-taking noun database
322(2)
5.4 Final remarks and further research
324(19)
References
327(16)
Appendix 343(2)
Index 345
Beatriz Tizón-Couto holds an MA (English Language and Literature) and PhD (English Linguistics) from the University of Vigo. From 2005 to 2009 she taught English at the Centre of Modern Languages at the same university. She worked as a research assistant in the Language Variation and Textual Categorization research unit in Vigo in 2008 and 2009. Currently, Beatriz Tizón-Couto works as a teacher of English at the Official School of Languages in Vigo.
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