Phraseology in English Academic Writing

Howarth, Peter

doi:10.1515/9783110937923

Cited by 200 publications

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“…This is true in terms of both degree and scope of usage. Research suggests that at least one-third to one-half of language is composed of formulaic elements (Howarth 1998a;Erman and Warren 2000;Foster 2001), although the percentage is affected by both register and mode (Biber et al 1999(Biber et al , 2004. Moreover, formulaic sequences are used in a wide variety of ways.…”

Section: Introductionmentioning

confidence: 99%

“…Biber et al (1999) found that 3-and 4-word lexical bundles made up 28 per cent of the conversation and 20 per cent of the academic prose they studied. Howarth (1998a) looked at 238,000 words of academic writing and found that 31-40 per cent was made up of collocations and idioms. As all of the above studies used different criteria and procedures, it is not surprising that their results varied to some degree.…”

Section: Introductionmentioning

confidence: 99%

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Formulaic Sequences: Are They Processed More Quickly than Nonformulaic Language by Native and Nonnative Speakers?

Conklin

Schmitt

2008

Applied Linguistics

437

277

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It is generally accepted that formulaic sequences like take the bull by the horns serve an important function in discourse and are widespread in language. It is also generally believed that these sequences are processed more efficiently because single memorized units, even though they are composed of a sequence of individual words, can be processed more quickly and easily than the same sequences of words which are generated creatively (Pawley and Syder 1983). We investigated the hypothesized processing advantage for formulaic sequences by comparing reading times for formulaic sequences versus matched nonformulaic phrases for native and nonnative speakers. It was found that the formulaic sequences were read more quickly than the nonformulaic phrases by both groups of participants. This result supports the assertion that formulaic sequences have a processing advantage over creatively generated language. Interestingly, this processing advantage was in place regardless of whether the formulaic sequences were used idiomatically or literally (e.g. take the bull by the horns ¼ 'attack a problem' vs. 'wrestle an animal'). The fact that the results also held for nonnatives indicates that it is possible for learners to enjoy the same type of processing advantage as natives.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Formulaic Sequences: Are They Processed More Quickly than Nonformulaic Language by Native and Nonnative Speakers?

Conklin

Schmitt

2008

Applied Linguistics

437

277

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“…Taxonomic, syntactic and semantic theory on MWUs has had a longer history than the computationally-driven studies of frequent word strings. Researchers in theories of MWUs include Weinreich (1969), Nunberg (1978), Nunberg, Wasow and Sag (1994), and Wasow, Sag and Nunberg (1980) on idioms, Mel'čuk (1995Mel'čuk ( , 1996Mel'čuk ( , 1998 and Howarth (1996Howarth ( , 1998 on restricted collocations and fixed phrases, Pawley and Syder (1983) and DeCarrico (1986, 1992) on "routinized" formulae, and Kuiper (1996Kuiper ( , 2000Kuiper ( , 2006Kuiper ( , 2009 and Wray (2002Wray ( , 2008 on formulaic language in a broader sense. In experimental studies, however, some researchers use as stimuli MWUs that appear to be a mix of MWU subtypes and that would be classified as different types according to certain linguistic taxonomies.…”

Section: Introductionmentioning

confidence: 99%

In support of multiword unit classifications: Corpus and human rating data validate phraseological classifications of three different multiword unit types

Columbus¹

2013

Yearbook of Phraseology

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Multiword units (MWUs) are word combinations which sit within the continuum of formulaic language. Many experimental studies have focused on the online processing of MWUs by native and non-native speakers, and the processing of idioms in particular. However, some studies use a mix of various MWU subtypes, while other studies have varying definitions for the same subtypes. For results from MWU studies to be useful to theories of language processing, storage and access, clearer classifications are needed for MWU subtypes. This study aims to empirically validate MWU categories as described by certain phraseologists in the European tradition. This will be done using MWUs from the British National Corpus, from across the continuum of frequent to infrequent occurrence and co-occurrence. Hence, in this paper I will describe the empirical findings that may validate the classifications for MWU categories of restricted collocations, idioms, and lexical bundles, using corpus-based measures and human ratings.

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“…Por eso, especialmente en el ámbito de la enseñanza de inglés, viene insistiéndose en la importancia de enseñar y aprender colocaciones. Por ejemplo, Howarth (1998) ofrece un estudio comparativo de los documentos académicos escritos por nativos de inglés y los textos escritos por no nativos. Comparando los dos tipos de textos, Howarth concluye que «It could therefore be said that native speakers employ about 50 per cent more restricted collocations and idioms (of a particular structural pattern) than learners do, on average» (Howarth, 1998: 177), a lo que añade «moreover, learners need to understand that restricted collocations make up a significant part of a typical native speaker's production in both speech and writing» (Howarth, 1998: 186).…”

Section: Importancia De Las Colocacionesunclassified

Enseñanza de la colocación basada en la analogía del inglés

Tsutahara¹

2017

foroele

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Resumen: En este trabajo, empezamos por defender la importancia del conocimiento de colocaciones para los estudiantes de ELE. La falta del conocimiento puede provocar frases que pueden ser gramaticalmente correctas, pero poco naturales como lluvia pesada. Aprendiendo colocaciones se amplía el vocabulario y se mejora la capacidad de expresión. Sin embargo, en cada lengua existen numerosas palabras que forman una gran cantidad de colocaciones, por lo que es provechoso buscar una estrategia que facilite el aprendizaje de estas. Considerando que la analogía que existe entre el español y el inglés ayuda a mejorar la enseñanza de la colocación, hemos establecido un material docente basado en esta analogía. El segundo objetivo de este trabajo es presentar este material y sus particularidades. También mostraremos los datos que justifican la eficacia de nuestra estrategia, datos que indican que la mayoría de las colocaciones en español y sus correspondientes en inglés son léxicamente paralelas. Palabras claves: colocación, inglés, comparación, material docente, corpus Abstract: In this paper, at first, I will try to show the importance of the knowledge of collocations for ELE students. Insufficient knowledge of collocations may cause phrases that can be grammatically correct but sound strange like lluvia pesada. By learning collocations, the students can expand their vocabulary and improve their capacity of expression. Therefore, it is useful to develop a strategy to facilitate the learning of collocations. I think that the parallels between Spanish and English could improve the teaching of collocations and I have established teaching materials based on this analogy. The second objective of this paper is to present it and show the distinctive feature of these materials. I will also show data that support the validity of the strategy, the data that indicate that the majority of the collocations in Spanish and the corresponding ones in English are lexically parallel.

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Phraseology in English Academic Writing

Cited by 200 publications

References 0 publications

Formulaic Sequences: Are They Processed More Quickly than Nonformulaic Language by Native and Nonnative Speakers?

Formulaic Sequences: Are They Processed More Quickly than Nonformulaic Language by Native and Nonnative Speakers?

In support of multiword unit classifications: Corpus and human rating data validate phraseological classifications of three different multiword unit types

Enseñanza de la colocación basada en la analogía del inglés

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