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Related Concept Videos

Components of Language01:24

Components of Language

471
Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs.
471
Language Development01:22

Language Development

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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
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Language and Cognition01:27

Language and Cognition

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Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
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Language01:16

Language

450
Language is a unique communication system that uses words and systematic rules to organize and transmit information. Unlike other forms of communication, which may involve postures, movements, odors, or vocalizations, language relies on symbols and grammar. This makes human communication distinct from that of other species, who also communicate but do not use language in the same way humans do.
Corballis and Suddendorf (2007) and Tomasello and Rakoczy (2003) highlight the role of language in...
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Complementation Tests00:49

Complementation Tests

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A complementation test is a simple cross to identify whether the two mutations are located on the same gene or different genes. It was first performed by Edward Lewis in the 1940s while working on fruit flies. He developed the test to identify the location and arrangement of different mutations on chromosomes.
Organisms heterozygous for different mutations are crossed pairwise in all combinations. If present on different genes, the mutations can complement each other by providing the missing...
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Correspondence Bias01:17

Correspondence Bias

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Correspondence bias, also referred to as the fundamental attribution error, describes the tendency to attribute another person’s behavior to internal characteristics rather than situational influences. This cognitive bias leads individuals to overlook external factors that may be influencing actions, thereby fostering potentially inaccurate assessments of others’ intentions and dispositions.Empirical Evidence for Correspondence BiasResearch has consistently demonstrated the...
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Eye Tracking During Visually Situated Language Comprehension: Flexibility and Limitations in Uncovering Visual Context Effects
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Collocation Use in EFL Learners' Writing Across Multiple Language Proficiencies: A Corpus-Driven Study.

Xiangtao Du1, Muhammad Afzaal2, Hind Al Fadda3

  • 1School of Foreign Languages, Shanghai Jiao Tong University, Shanghai, China.

Frontiers in Psychology
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Summary

Learners

Keywords:
EFCAMDATcollocationscorpus analysisforeign language writinglexical developmental patterns

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Area of Science:

  • Second Language Acquisition
  • Corpus Linguistics
  • Applied Linguistics

Background:

  • Investigating learner interlanguage is crucial for English as a foreign language (EFL) teaching and material development.
  • Understanding learner collocation use provides insights into language acquisition processes.
  • Large-scale written production offers a rich resource for analyzing learner language.

Purpose of the Study:

  • To investigate the collocational profiles of English learners.
  • To analyze the use of make/take+noun collocations across different L1 backgrounds and proficiency levels.
  • To identify patterns in collocation use related to semantic complexity and noun element characteristics.

Main Methods:

  • Utilized the British National Corpus as a reference corpus.
  • Extracted learner collocation use via corpus query language.
  • Identified collocations using the t-score method with Python programming.
  • Focused on 2,501 make/take+noun collocations.

Main Results:

  • Proficient learners employ collocations with more semantically complex and abstract noun elements.
  • Advanced learners favor collocations featuring more difficult and longer noun elements.
  • Learner collocation use varies with proficiency level and L1 background.

Conclusions:

  • Learner proficiency correlates with the sophistication of collocation choices.
  • Analysis of learner collocations can inform pedagogical strategies and curriculum design.
  • Corpus-based analysis provides valuable data for understanding second language development.