Dilin Liu

The Most Frequently Used Spoken American English Idioms: A Corpus Analysis and Its Implications

Most teaching and reference materials on English idioms are primarily intuition based. As such, they often include seldom-used idioms and incorrect descriptions of the meaning and use of some idioms, hence limiting their usefulness to ESOL students. This article demonstrates how this problem can be addressed through a corpus-based study of the spoken American English idioms used most frequently by college and other professional ESOL students learning American English. The study involved a close concordance search and analysis of the idioms used in three contemporary spoken American English corpora: Corpus of Spoken, Professional American English (Barlow, 2000); Michigan Corpus of Academic Spoken English (Simpson, Briggs, Ovens, & Swales, 2002), and Spoken American Media English (Liu, 2002). According to the search results, four lists of the most frequently used idioms were compiled, with one based on the overall data and the other three on one of the corpora. The study uncovered interesting English idiom use patterns. The results were compared with information in nine major current idiom dictionaries, which revealed inadequacies of the existing idiom teaching and reference materials in terms of item selection, meaning and use explanation, and the appropriateness of the examples provided. The article discusses pedagogical and research implications, including suggestions for improving the development of idiom teaching and reference materials.

Intransitive or Object Deleting? Classifying English Verbs Used without an Object

Many English transitive verbs, such as deliver, eat, know, read, and understand, can function without an object. The classification of these verbs has long been a challenge. An examination of both grammar reference books and textbooks finds both inconsistency and inaccuracy in the current treatment of these verbs, showing a need for a more accurate and consistent description of these verbs. Using an approach that combines syntactic, semantic, and pragmatic analysis, the author proposes a classification framework that provides a more accurate and systematic description of these verbs. It classifies English verbs used without an object into four categories: 1) pure intransitive verbs, such as arrive, rise, and sleep; 2) ergative intransitive verbs, such as break, increase, and open; 3) transitive-converted intransitive verbs of activity, such as eat, hunt, and read; 4) object-deleting verbs, warranted by discourse or situational context, such as know, notice, and promise. The object-deleting verbs are in turn divided into five sub-types according to their semantic features. The article ends with a discussion of the implications of this framework for writers of grammar reference books and textbooks and for English language learners in dealing with these verbs.

Effects of expanded vocabulary support on L2 listening comprehension

Various forms of pre-listening support, such as the provision of vocabulary and topic information, have been used to help second language (L2) learners better understand what they listen to. Results of studies on the effects of vocabulary support have been mixed. Furthermore, there has been little research on the effects of different quantities of vocabulary items and types of word information provided on the listening performance of L2 students of different proficiency levels. Therefore, this study investigated the effectiveness of two different levels of 18-week vocabulary support (an expanded vocabulary-instruction support that targeted both a greater quantity of lexical items and a focus on multiword units vs. an unexpanded vocabulary-instruction support with a focus on single words only) for enhancing listening ability of students of English as a foreign language (EFL) defined as their performance on the listening test of the Test of English for International Communication (TOEIC). The results indicate that the group that received the expanded vocabulary support attained a significant gain and performed significantly better on the posttest than the group that received the unexpanded vocabulary support. The results also reveal that the expanded vocabulary support was particularly helpful for lower proficiency level students. Pedagogical and research implications are also discussed.

The Use of the -Free Compound and Free of and Free From Phrasal Constructions A Diachronic and Synchronic Study

Using data from the 400-million-word Corpus of Historical American English (COHA) and the 450-million-word Corpus of Contemporary American English (COCA), this study investigates both diachronically and synchronically the use of the -free compound and its counterparts, the free of/from phrases. A close examination of the frequency, distribution, and structural and semantic functions of the constructions yields the following key findings. First, frequency-wise, free of has exhibited a steady slow growth, and free from has declined dramatically; in contrast -free has increased enormously, although its archaic use in the senses of ‘free to’ and ‘free with’ disappeared by the 1940s. Second, the -free compound boasts a high potential productivity index. Third, while both the compound and the phrasal constructions may be used as predicative and postnominal adjectives, objective complements, and adverbials, only the -free compound is used as a prenominal (attributive) adjective. Fourth, whereas the -free compound is used almost exclusively nonreferentially, the free of/from constructions are used significantly more referentially. Fifth, even in the contexts where the constructions may all be used, often only one is allowed or preferred due to certain internal structural and semantic factors. Finally, condensation of information along with changes in language and life styles appears to have driven the increased use of the compound over its phrasal counterparts, although the phrase free of charge has resisted the change: its high frequency likely has blocked its *charge-free compound counterpart.