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Cultural Linguistics Applied

Trends, Directions and Implications

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Edited By Arne Peters and Neele Mundt

This book offers a range of empirically-based case studies in the field of cultural linguistics and neighbouring disciplines such as intercultural pragmatics and language pedagogy. The first section explores intercultural communication and cross-linguistic/cross-cultural investigations in settings such as Brazil, Nigeria, Cameroon, Tanzania, Morocco, France and Canada. The second section focuses on applications of cultural linguistics in the field of foreign language teaching. By drawing on English as a Foreign Language and English as a Second Language contexts, the case studies presented further examine the ramification of cultural linguistics in the language classroom, enabling a better understanding of culture-specific conceptual differences between learners’ first and target language(s).

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Reconceptualising L1 conceptual structures for editing collocational errors in English as a Second Language (ESL) writing (Larysa Bobrova)

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Larysa Bobrova

Reconceptualising L1 conceptual structures for editing collocational errors in English as a Second Language (ESL) writing

1.Introduction

Research in second language acquisition has attested to serious challenges that inappropriate lexical choices (also known as wrong word choices or collocational/co-occurrence errors) pose to L2 student writers and, equally, their instructors. Wrong word choices are recognised as the most recurrent issues in L2 writing (Lennon 1991; Webber 1993; James 1998; Laufer and Waldman 2011; Kathpalia and Carmel 2011) and are least tolerable by native speakers (Carter 2012) because deviations from native-like collocations impede cognitive processing (Millar 2011) and might even hinder communication (Russo 1997; Danesi and Grieve 2010). For example, L1 English speakers might need to put extra effort to process phrases such as take a decision or bring an example (Laufer and Girsai 2008: 700) because they are prepositioned by English to anticipate make and give respectively due to their combinatorial properties.

The available evidence clearly points to the inherent complexity of L2 combinatorial norms and thus their slow attainment by L2 writers, regardless of the level of language proficiency or the type of instruction or feedback treatment. Laufer and Waldman (2011: 663) documented the correlation between different levels of language proficiency and the number of collocational errors indicating a reverse tendency i.e. advanced learners tend to make more word choice errors than intermediate ones. This controversy can possibly be attributed to the willingness of advanced L2 writers to produce more...

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