Formulaic Language and Collocations in German Essays: From Corpus-Driven Data to Corpus-Based Materials

Autor/inn/en	Krummes, Cedric; Ensslin, Astrid
Titel	Formulaic Language and Collocations in German Essays: From Corpus-Driven Data to Corpus-Based Materials
Quelle	In: Language Learning Journal, 43 (2015) 1, S.110-127 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2012.694900
Schlagwörter	German; Essays; Computational Linguistics; Phrase Structure; Language Teachers; Second Language Instruction; Second Language Learning; Native Speakers; Undergraduate Students; English; Writing (Composition); Teaching Methods; Language Usage; Workshops; Instructional Materials; Foreign Countries; Dictionaries; United Kingdom (England); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Deutscher; Essay; Aufsatzunterricht; Linguistics; Computerlinguistik; Phrasenstruktur; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Zweitsprachenerwerb; Muttersprachler; English language; Englisch; Schreibübung; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Lernwerkstatt; Schulung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Ausland; Dictionary; Wörterbuch
Abstract	Whereas there exists a plethora of research on collocations and formulaic language in English, this article contributes towards a somewhat less developed area: the understanding and teaching of formulaic language in German as a foreign language. It analyses formulaic sequences and collocations in German writing (corpus-driven) and provides modern language instructors with a hands-on application of phrases to be used in writing (corpus-based). We report on a corpus-driven analysis of over 300 essays written by native speakers of German (Falko-L1) and British undergraduate students of German (WHiG), which revealed that advanced learners rely more on formulaic language than native speakers, that advanced learners prefer macro-structuring devices over micro-structuring devices used by native speakers, and that the learners in WHiG prefer impersonal and indirect stance expressions over direct ones used by native speakers in Falko-L1. Using corpus-based methods, we then present a didactic methodology for modern language instructors on how to approach five keywords that are particularly characteristic of formulaic language use in German academic writing: "Zweck" "aim", "Beispiel" "example", "Ansicht" "opinion", "laut" "according to", "Fazit" "conclusion". (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01