Canonical Construction Sequences in Junior High School English Textbooks and Negative Conceptual Transfer

DOI

Bibliographic Information

Other Title
  • 中学校英語教科書に見られる典型的な構文の連鎖と概念干渉

Search this article

Description

<p>This paper describes canonical construction sequences (e.g., States/SVC (be) + States/SVC (be)) in English textbooks and estimates their potential frequency effects on Japanese EFL learners' interlanguage development. First, actual frequencies of construction sequences in eighteen junior high school textbooks are described in terms of a paired cognitive linguistic construction sequence in each lesson (e.g., I have a toy in my bag. This is the toy. → Possession/SVO (have) + States/SVC (be)). Second, actual distributions of construction sequences are pseudo-longitudinally confirmed across grades; furthermore, potential accumulated frequency effects of frequent construction sequences on Japanese EFL learners' interlanguage development are estimated based on the distributional data. Finally, assumingly due to conceptual conflicts and blendings between event schemata (e.g., States & Possession), Japanese EFL learners' potential problems and errors in learning canonical constructions are discussed.</p>

Journal

  • CASELE Research Bulletin

    CASELE Research Bulletin 46 (0), 99-108, 2016

    The Chugoku Academic Society of English Language Education

Details 詳細情報について

  • CRID
    1390001205767328128
  • NII Article ID
    130005169925
  • DOI
    10.18983/casele.46.0_99
  • ISSN
    21898103
    03851192
  • Text Lang
    ja
  • Data Source
    • JaLC
    • CiNii Articles
  • Abstract License Flag
    Allowed

Report a problem

Back to top