Why "Often" Isn't "Always."

Autor/in	Allison, Desmond
Titel	Why "Often" Isn't "Always."
Quelle	(1994), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Chinese; Classroom Techniques; College Students; Contrastive Linguistics; English (Second Language); Foreign Countries; Grammar; Higher Education; Interference (Language); Language Patterns; Language Usage; Linguistic Theory; Second Language Learning; Writing (Composition); Hong Kong + Suchen Sie Ihr Suchwort? China; Chinesen; Klassenführung; Collegestudent; Linguistics; Kontrastive Linguistik; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Grammatik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sprachmodell; Sprachstruktur; Sprachgebrauch; Linguistische Theorie; Zweitsprachenerwerb; Schreibübung; Hongkong
Abstract	A study investigated the frequent choice of the term "always" instead of the more appropriate term "often" in the essay writing of native Chinese-speaking learners of English as a Second Language (ESL), focusing on how problematic usage of "always" can adversely affect perceptions of the student's competence in undertaking an academic discussion. Successful diagnoses of the problem and useful treatments are then sought in grammar textbooks. The apparent persistence of the problem among Hong Kong undergraduate students is then related to choices available in Cantonese and to linguistic analyses of the descriptive facts and communicative options in English. A small sample of concordance data is examined to suggest how the practice of ESL student writers at the University of Hong Kong compares with the usage of other writers in locally published academic writing. Classroom techniques for teaching alternative lexico-grammatical possibilities and their implications are discussed. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC