The VenTESOL Annual Convention 2006
“Daring to Lead the ELT Challenge”
May 19-21, 2006
Name of Presenter: Audy Y. Castañeda C.
Title of Presentation: Expressing Addition in English: Corpus-Based Research
Work Place: Universidad Pedagógica Experimental Libertador, Instituto Pedagógico de Caracas
Region: 6
Summary for Convention Program (150 words or less):
This Corpus-Based research in progress deals with how addition is expressed in English through conjunctions, an aspect of cohesion that EFL educators often focus on when teaching writing. The purpose of this study is to compare the use of additive connectors as evidenced in texts written by Venezuelan university students and American college students whose native language is English. Differences/contrasts in the type and number of conjunctions used are expected in both groups of participants. The data, still being collected, consists of two types of corpus: (a) 20 essays written by American students from the Northern Arizona University; and (b) 20 essays written by Venezuelan students from Universidad Pedagógica Experimental Libertador – Caracas. The results of this study will have repercussions in three areas: instructional design, the teaching of EFL writing skills, as well as the study of the connectors in English.
“Daring to Lead the ELT Challenge”
May 19-21, 2006
Name of Presenter: Audy Y. Castañeda C.
Title of Presentation: Expressing Addition in English: Corpus-Based Research
Work Place: Universidad Pedagógica Experimental Libertador, Instituto Pedagógico de Caracas
Region: 6
Summary for Convention Program (150 words or less):
This Corpus-Based research in progress deals with how addition is expressed in English through conjunctions, an aspect of cohesion that EFL educators often focus on when teaching writing. The purpose of this study is to compare the use of additive connectors as evidenced in texts written by Venezuelan university students and American college students whose native language is English. Differences/contrasts in the type and number of conjunctions used are expected in both groups of participants. The data, still being collected, consists of two types of corpus: (a) 20 essays written by American students from the Northern Arizona University; and (b) 20 essays written by Venezuelan students from Universidad Pedagógica Experimental Libertador – Caracas. The results of this study will have repercussions in three areas: instructional design, the teaching of EFL writing skills, as well as the study of the connectors in English.
2 comments:
A VERY COMPLETE DISCUSSION OF THE USES OF CORPORA IN EFL TEACHING:
http://tesl-ej.org/ej32/a1.html
Interesting research, Audy. There's a similar study but with intensifiers using corpora and all that by Recski (2004)...It's called “…It’s Really Ultimately Very Cruel…”: Contrasting English Intensifier Collocations Across EFL Writing and Academic Spoken Discourse...
I'm sure you research will be a worthy contribution to improve our EFL teaching of writing and consolidate the importance of using corpus data to unveil grammatical relationships between words (colligations), frequency and collocations for ELT.
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