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Verb + noun collocations in L1 and L2 English spoken language examinations: introducing the Trinity Lancaster Corpus of L1 spoken English to investigate formulaic language

Research output: Thesis › Doctoral Thesis

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Verb + noun collocations in L1 and L2 English spoken language examinations: introducing the Trinity Lancaster Corpus of L1 spoken English to investigate formulaic language. / Fox, Lorrae.
Lancaster University, 2024. 265 p.

Research output: Thesis › Doctoral Thesis

Harvard

Fox, L 2024, 'Verb + noun collocations in L1 and L2 English spoken language examinations: introducing the Trinity Lancaster Corpus of L1 spoken English to investigate formulaic language', PhD, Lancaster University. https://doi.org/10.17635/lancaster/thesis/2303

APA

Fox, L. (2024). Verb + noun collocations in L1 and L2 English spoken language examinations: introducing the Trinity Lancaster Corpus of L1 spoken English to investigate formulaic language. [Doctoral Thesis, Lancaster University]. Lancaster University. https://doi.org/10.17635/lancaster/thesis/2303

Vancouver

Fox L. Verb + noun collocations in L1 and L2 English spoken language examinations: introducing the Trinity Lancaster Corpus of L1 spoken English to investigate formulaic language. Lancaster University, 2024. 265 p. doi: 10.17635/lancaster/thesis/2303

Author

Fox, Lorrae. / Verb + noun collocations in L1 and L2 English spoken language examinations : introducing the Trinity Lancaster Corpus of L1 spoken English to investigate formulaic language. Lancaster University, 2024. 265 p.

Bibtex

@phdthesis{4245d74674034b1f8be8a6ffeefc4592,
title = "Verb + noun collocations in L1 and L2 English spoken language examinations: introducing the Trinity Lancaster Corpus of L1 spoken English to investigate formulaic language",
abstract = "This thesis investigates spoken verb + noun collocations in L1 and L2 English candidates undertaking a language exam. It further introduces the new Trinity Lancaster Corpus of L1 Spoken English (TLC-L1), a corpus developed to align in context to the TLC-L2 (Gablasova et al., 2019). By considering differing proficiency levels of L2 speakers, the research takes a pseudolongitudinal approach to investigate collocational development with core findings including the influence of topic and register on the use of collocations in a language exam, which are also reflected in the TLC-L1 corpus, as well as evidence of a nonlinear developmental trajectory of English language learners and their use of verb + noun collocations. Finally, the thesis brings three major contributions and implications to the field: (1) methodological with the development and application of a new corpus, (2) theoretical through the analysis of collocations in the under-investigated mode of speech and (3) pedagogical with suggestions and examples of corpus-informed language teaching materials. ",
author = "Lorrae Fox",
year = "2024",
doi = "10.17635/lancaster/thesis/2303",
language = "English",
publisher = "Lancaster University",
school = "Lancaster University",

}

RIS

TY - BOOK

T1 - Verb + noun collocations in L1 and L2 English spoken language examinations

T2 - introducing the Trinity Lancaster Corpus of L1 spoken English to investigate formulaic language

AU - Fox, Lorrae

PY - 2024

Y1 - 2024

N2 - This thesis investigates spoken verb + noun collocations in L1 and L2 English candidates undertaking a language exam. It further introduces the new Trinity Lancaster Corpus of L1 Spoken English (TLC-L1), a corpus developed to align in context to the TLC-L2 (Gablasova et al., 2019). By considering differing proficiency levels of L2 speakers, the research takes a pseudolongitudinal approach to investigate collocational development with core findings including the influence of topic and register on the use of collocations in a language exam, which are also reflected in the TLC-L1 corpus, as well as evidence of a nonlinear developmental trajectory of English language learners and their use of verb + noun collocations. Finally, the thesis brings three major contributions and implications to the field: (1) methodological with the development and application of a new corpus, (2) theoretical through the analysis of collocations in the under-investigated mode of speech and (3) pedagogical with suggestions and examples of corpus-informed language teaching materials.

AB - This thesis investigates spoken verb + noun collocations in L1 and L2 English candidates undertaking a language exam. It further introduces the new Trinity Lancaster Corpus of L1 Spoken English (TLC-L1), a corpus developed to align in context to the TLC-L2 (Gablasova et al., 2019). By considering differing proficiency levels of L2 speakers, the research takes a pseudolongitudinal approach to investigate collocational development with core findings including the influence of topic and register on the use of collocations in a language exam, which are also reflected in the TLC-L1 corpus, as well as evidence of a nonlinear developmental trajectory of English language learners and their use of verb + noun collocations. Finally, the thesis brings three major contributions and implications to the field: (1) methodological with the development and application of a new corpus, (2) theoretical through the analysis of collocations in the under-investigated mode of speech and (3) pedagogical with suggestions and examples of corpus-informed language teaching materials.

U2 - 10.17635/lancaster/thesis/2303

DO - 10.17635/lancaster/thesis/2303

M3 - Doctoral Thesis

PB - Lancaster University

ER -