An integrated approach to phraseology in EFL learner writing
(2014) American Association of Corpus Linguistics — Location: Northern Arizona University, Flagstaff, USA (26.September.2014)
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- Phraseological studies of English as a Foreign Language (EFL) learner writing have been particularly numerous and have generated a wealth of interesting results (Paquot & Granger, 2012). However, they have usually presented a one-sided view of the field – adopting either a traditional or frequency-based approach to phraseology (Granger & Paquot, 2008). Studies that have adopted the latter approach also focus either on co-occurrence or recurrence phenomena. There is clearly an overlap between the three approaches but recent research has failed to integrate them into a sound analytical framework. The main objective of this presentation is to compare the three approaches on the same learner corpus dataset and investigate how they can be used to develop an integrated approach to phraseology in foreign language learning. I report on a threefold study of word combinations in learner writing: (1) a ‘phraseological’ analysis (in its most traditional sense) that distinguishes between free combinations, collocations and idioms; (2) a co-occurrence analysis that uses the t-score and the MI to identify statistically salient collocations; and (3) a macro analysis centred on the routine aspects of learner language that investigates the frequency, structure and function of lexical bundles. The learner corpus data used come from the Varieties of English for Specific Purposes dAtabase (VESPA, https://www.uclouvain.be/en-cecl-vespa.html) and consist of 123 research papers written by French EFL learners in the context of BA and MA linguistics courses (c. 370,000 words).
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Paquot, M. (2014). An integrated approach to phraseology in EFL learner writing. American Association of Corpus Linguistics, Northern Arizona University, Flagstaff, USA. https://hdl.handle.net/2078.5/195669