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Adversative and Concessive Conjunctions in EFL Writing = Corpus-based Description and Rhetorical Structure Analysis /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Adversative and Concessive Conjunctions in EFL Writing/ by Yan Zhang.
其他題名:	Corpus-based Description and Rhetorical Structure Analysis /
作者:	Zhang, Yan.
面頁冊數:	XVI, 234 p. 42 illus., 18 illus. in color.online resource. :
Contained By:	Springer Nature eBook
標題:	Language Education. -
電子資源:	https://doi.org/10.1007/978-981-15-7837-3
ISBN:	9789811578373

Adversative and Concessive Conjunctions in EFL Writing = Corpus-based Description and Rhetorical Structure Analysis /
Zhang, Yan.

Adversative and Concessive Conjunctions in EFL WritingCorpus-based Description and Rhetorical Structure Analysis /[electronic resource] :by Yan Zhang. - 1st ed. 2021. - XVI, 234 p. 42 illus., 18 illus. in color.online resource.

1 Complexity of adversative and concessive conjunctions -- 2 A combined method of corpus-based and text-based analysis of adversative and concessive conjunctions -- 3 Adversative and concessive conjunctions: Comparing frequency distribution across two corpora -- 4 Analyzing structural conjunction but by investigating its co-occurrence patterns -- 5 Analyzing cohesive conjunction however by investigating its syntactic positions and agnation structures -- 6 Text-based analysis of adversative and concessive conjunctions -- 7 Conclusion.

This book explores the usage patterns of a group of adversative and concessive conjunctions in English texts written by Chinese EFL learners and their native speaker counterparts. Focusing on probability profiles and systemic potentials, the study encompasses three stages and combines the strengths of two research methods – the corpus-based approach and text-based analysis – to examine the conjunctions under the theoretical framework of systemic functional linguistics and rhetorical structure theory. Starting with an overview of seventeen conjunctions across two corpora in terms of overall frequency, positional distribution and distribution of semantic categories, the book then offers a more detailed discussion of three individual conjunctions, highlighting the interconnections between 1) syntactic positions and co-occurrence patterns and 2) semantic relations encoded by these conjunctions. Lastly, it presents a case study of one full-length text taken from the learner corpus, applying rhetorical structure theory to provide new insights into the relevance of adversative and concessive relations to text structure. This comprehensive, in-depth analysis is both diagnostic and pedagogically informative.

ISBN: 9789811578373

Standard No.: 10.1007/978-981-15-7837-3doiSubjects--Topical Terms:

668404
Language Education.

LC Class. No.: P1-1091

Dewey Class. No.: 410

Adversative and Concessive Conjunctions in EFL Writing = Corpus-based Description and Rhetorical Structure Analysis /
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520 $a This book explores the usage patterns of a group of adversative and concessive conjunctions in English texts written by Chinese EFL learners and their native speaker counterparts. Focusing on probability profiles and systemic potentials, the study encompasses three stages and combines the strengths of two research methods – the corpus-based approach and text-based analysis – to examine the conjunctions under the theoretical framework of systemic functional linguistics and rhetorical structure theory. Starting with an overview of seventeen conjunctions across two corpora in terms of overall frequency, positional distribution and distribution of semantic categories, the book then offers a more detailed discussion of three individual conjunctions, highlighting the interconnections between 1) syntactic positions and co-occurrence patterns and 2) semantic relations encoded by these conjunctions. Lastly, it presents a case study of one full-length text taken from the learner corpus, applying rhetorical structure theory to provide new insights into the relevance of adversative and concessive relations to text structure. This comprehensive, in-depth analysis is both diagnostic and pedagogically informative.
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