Contemporary Foreign Languages Studies >

2017 , Vol. 17 >Issue 02: 3 - 7

DOI: https://doi.org/10.3969/j.issn.1674-8921.2017.02.001

Tradition and Innovation, Theory and Application—Let Us Explore Deep Knowledge Resources in Lexis, Usage and Syntax

Expand

Online published: 2020-07-25

Fold

Abstract

The teaching of English writing has much to do with theory and methodology. It is claimed in this paper that English study can help language instructors explore deep knowledge resources in lexis, usage and syntax. Based on the work in developing a learner corpus and a teaching resources bank, this study took a cognitive linguistic perspective and examined issues related to English writing within a three-in-one framework (i.e., lexis, usage and syntax). To achieve this goal, usage-based data and error-analysis approaches were used.

Cite this article

YANG Yonglin . Tradition and Innovation, Theory and Application—Let Us Explore Deep Knowledge Resources in Lexis, Usage and Syntax[J]. Contemporary Foreign Languages Studies, 2017 , 17(02) : 3 -7 . DOI: 10.3969/j.issn.1674-8921.2017.02.001

References

Biber, D., S. Hohansson, G. Leech, S. Conrad & E. Finegan. 2000. Longman Grammar of Spoken and Written English(《朗文英语口语和笔语语法》)[M]. 北京:外语教学与研究出版社/Pearson Education Limited.
Bley-Vroman, R. 1989. What is the logical problem of foreign language learning? [A] . In S.M. Gass & J. Schachter (eds.). Linguistic Perspectives on Second Language Acquisition [C]. New York: Cambridge University Press. 41-68.
Boers, F. 2013. Cognitive linguistic approaches to teaching vocabulary: Assessment and integration [J]. Language Teaching 46 (2): 208-224.
EFCAMDAT. 2016. EF-Cambridge Open Language Database[DB/OL]. https://corpus.mml.cam.ac.uk/efcamdat/
Ellis, N.C. 2005. At the interface: Dynamic interactions of explicit and implicit language knowledge [J]. Studies in Second Language Acquisition 27 (2): 305–352.
Ellis, N.C., U. Römer & M.B. O'Donnell. 2016. Usage-based approaches to language acquisition [J]. Language Learning 66 (Supplement 1): 23-358.
Erman, B. & B. Warren.2000. The idiom principle and the open choice principle [J]. Text 20 (1): 29-62.
Jarvis, S. 2013. Defining and measuring lexical diversity [A]. In S. Jarvis & M. H. Daller (eds.). Vocabulary Knowledge: Human Ratings and Automated Measures [C]. John Benjamins.13-44.
Nida, E.A. 1998. Understanding English (胡壮麟、黄倩译)[M]. 北京:外语教学与研究出版社.
Ragheb, M. & M. Dickinson. 2011. Avoiding the comparative fallacy in the annotation of learner corpora [A]. In G. Granena, J.Koeth,S. Lee-Ellis, A. Lukyanchenko, G. P. Botana & E. Rhoades (eds.). Selected Proceedings of the 2010 Second Language Research Forum: Reconsidering SLA Research, Dimensions, and Directions [C]. Somerville: Cascadilla Proceedings Project. 114-124.
Safire, W. 2004. The Right Word in the Right Place at the Right Time: Wit and Wisdom from the Popular “On Language” Column in the New York Times Magazine [M]. New York: Simon & Schuster.
Schleppegrell, M. J. 2016. Series editor's foreword [J]. Language Learning 66 (Supplement 1): 15-17.
Sheen, Y. 2010. The role of oral and written corrective feedback in SLA [J]. Language Learning 32 (2): 169-179.
Swift, J. 1720. Proper words in proper places, make the true definition of a style. Letter to a Young Clergyman [J/OL]. [2017-01-09].https://en.wikiquote.org/wiki/Jonathan_Swift
Twain, Mark.1868. Letter to Emeline Beach [J/OL]. [2017-03-08]. https://georgewbushwhitehouse.archives.gov/firstlady/initiatives/twain.html
Wray, A. 2002. Formulaic Language and the Lexicon [M]. Cambridge: Cambridge University Press.
胡壮麟. 2011. 谈中国外语教育30年 [J]. 天津外国语大学学报 (4): 1-7.
李赋宁. 2005. 学习英语与从事英语工作的人生经历 [M]. 北京:北京大学出版社.
杨永林、丁韬. 2016. 互联网+时代,英语写作怎么教? [J]. 外语研究 (1): 60-63.
Options
Outlines

/

〈 〉