Previous studies have proven some discrepancies between language presented in EFL textbooks and the real use of English. This fact contradicts the teaching materials’ aim, which is intended to equip the learners to be communicatively competent. This study then investigates the use of adjectives, limited to ‘great’ and ‘good’ in terms of the frequent and strong co-occurrences, i.e., collocations, in a general reference corpus of Standard English to be compared with those in Indonesian EFL textbooks. The data were collected from both the corpus and the textbooks, but the analyses in the textbooks were generated based on the Mutual Information (MI) score of the collocates. Based on the comparison, it is evident that there are some similarities between adjective use in the textbooks and the corpus in terms of verb collocates of the adjectives. The mismatches, however, are quite remarkable, especially in terms of the variability of adverb collocates and the absence of prominent noun collocates in the textbooks. Pedagogically speaking, these results should be taken into consideration in writing the textbooks to enhance the quality of the language content prepared for the learners in the EFL context.
This study investigates the structures of 3- to 5-word bundles used by EFL learners at the university level in writing argumentative essays. This qualitative corpus-based study focuses on answering the structural category and frequency of lexical bundles in students’ essays. The data of this study are sentences containing lexical bundles in the students’ essays, and the data were collected from students' essays compiled as a learner corpus. The lexical bundles were identified from the corpus with the assistance of a corpus tool, LancsBox, using the n-gram feature. This study used ten occurrences as the cutoff frequency and Gries’ DP as the dispersion threshold to identify the lexical bundles. The bundles were then classified into structural taxonomies, and the frequency of use of the lexical bundles was also investigated to complete the analysis. Academic Formulas List comprising bundles commonly used in the academic context was used to validate the bundles. The results show enormous structures of NP-based, VP-based, PP-based, and others identified in the learner corpus with NP-based bundles as the most frequent bundles and ‘the use of’ as the most frequent individual bundle. However, the variants of the bundles in the learner corpus are still dominated by fixed frames. In addition, apart from the shared bundles between the corpus and Academic Formulas List, there are some discrepancies related to the registers. It indicates that writing courses and writing materials should provide learners with more variants of lexical bundles and the appropriate context of use.
Purpose: This article tries to overview different forms of rhyme in Javanese literature to exhibit the existence of possible distinct rhymes in it. This article puts more emphasis on the logical riddle of wangsalan, which invites readers to frown at it. This kind of rhyme may be unclassified in English so that it may be proper to name it cognitive rhyme. This article also tries to see the use of repetition in a Javanese pun, which can be considered to be a dirty joke. Methodology: The data of Javanese literary works, which are obtained from fossilized wangsalan and puns found in songs and sayings, are analyzed in terms of the existing repetitions. Results: Hidden rhyme and dirty joke in Javanese pun lead results that Javanese literature like literature in common employs repetition or parallelism to produce good memory of the words. Implications: Repetition is the heart of language art. Whether a whole or a part, different linguistic units repeat their beats to create good feats. Poets make use of repetition to cling words’ images in our mind. Livingstones (1991) says: ‘A good rhyme, a repetition of sound, pleases us. It gives a certain order to our thoughts and settles in the ear pleasantly.’ As a universal phenomenon, rhyme exists in all literary languages including in Javanese literary texts and oral tradition.
The term sentence and utterance are made different in terms that the former refers to syntactic structure, while the latter points out the actual function of such a structure in real communication. The same things apply to the terms request and requesting. The first term suggests the structural characteristics of sentence asking people to do something while the second term indicates the real sentence causing people to do something. The first deals with formal grammar while the second deals with pragmatics the actual use of language in communication.This article attempts to see requesting in its possible different syntactic forms as parts of speech acts in Ocean’sEleven by Steven Soderbergh. A pragmatic approach is applied since it uses context as a part of linguistic analysis involving the speaker, addressee, time, location, and genre in the conversation. A syntactic form of a sentence only cannot represent the real meaning of intention.The analysis of speech act of the conversation in the film brings us to an understanding that pragmatics encourage us to comprehend different kinds of setting to achieve requesting as a part of language use. Pragmatics as a branch of linguistics reveals mutual understanding between the speaker and the hearer.
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