I'm Glad It's Correct, but Does It Make Sense? Formulation of Meaning in Compositions of South Korean EFL Learners

Autor/in	Schenck, Andrew
Titel	I'm Glad It's Correct, but Does It Make Sense? Formulation of Meaning in Compositions of South Korean EFL Learners
Quelle	13 (2017) 1, S.127-152 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Communication Skills; Verbs; Language Usage; Language Proficiency; Grammar; Translation; Semantics; Communicative Competence (Languages); College Students; Language Tests; South Korea + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Kommunikationsstil; Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Grammatik; Semantik; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Collegestudent; Language test; Sprachtest; Korea; Republik
Abstract	While educators in South Korea have identified a need to change outdated practices of language pedagogy, continued utilization of the grammar-translation approach has perpetuated communication problems in a South Korean EFL context. To provide clinical analysis needed for effective reform, literal, figurative, and discursive aspects of formulaic language were studied in Korean EFL compositions from the Gachon Learner Corpus (GLC). Frequency values for 43 collocations related to the verb "make" were tallied by proficiency level and examined for patterns in usage. Most formulaic elements, with the exception of speech formulas for causation or force, were poorly represented, revealing little figurative or discursive expression of meaning. Results suggest that, at all levels, small lexical chunks are pieced together to form larger collocations via an overly simplistic (and literal) process of form-to-meaning mapping. Overemphasis of the grammar-translation method appears to produce compositions with long chains of information, loosely related by "fuzzy" semantic connections to adjacent lexical features. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01