Abstract
Nominal countability is problematic for foreign learners in production-oriented activities, especially for those whose native language does not have the corresponding function systems. In contrast to foreign learners' great difficulties with nominal numbers in foreign text production as shown in extensive linguistic research, there is a scarcity of lexicographic research on assisting foreign learners with their difficulties in this respect. Prompted by the great discrepancy between foreign learners' needs for lexicographic assistance and the relative indifference concerning this in lexicographic research, this study attempts to explore to what extent the lexicographic data in connection with nominal countability and their presentation in present learner's dictionaries can help foreign learners in foreign text production. This study will offer some constructive lexicographic solutions to the problems incurred by foreign learners' misconceptions of nominal countability in foreign text production. Keywords: Chinese Efl Learners, Chinese Learners' Difficulties, Data Accessibility, Data Presentation, Foreign Text Production, Lexicographic Information Needs, Information Retrieval, Learner's Dictionaries, Lexicographic Solutions, Nominal Countability, Profile Of Chinese Learners
Highlights
Attention to the countability of nouns in learner's dictionaries can be traced to as early as 1938 in Palmer's Grammar of English Words
The inclusion of information related to nominal countability in learner's dictionaries will assist foreign learners in certain situations, but it is doubtful whether the mere act of including such data will automatically be helpful
A description of the profile of Chinese learners will shed some light on understanding their particular lexicographic information needs concerning nominal countability, because their specific needs for lexicographic assistance is greatly subject to their profile in foreign language learning situations
Summary
Attention to the countability of nouns in learner's dictionaries can be traced to as early as 1938 in Palmer's Grammar of English Words. The assumption can seemingly be made that the present lexicographic practice of indicating information in connection with nominal countability in learner's dictionaries is transparent enough for foreign learners to confront their difficulties in this respect. This study consists of the following three stages It identifies the semantic, syntactic as well as pragmatic difficulties in connection with nominal countability experienced by a specific group of learners in a specific user situation. It focuses on Chinese learners of English at college level in writing English under foreign language learning circumstances. As the overriding function of learner's dictionaries is to satisfy learners' punctual information needs regarding foreign language learning (Tarp 2008: 137), it is essential to identify Chinese learners' information needs for lexicographic assistance regarding nominal countability, and to discuss how to present the data relevant to nominal countability to cater for Chinese learners' lexicographic needs in writing English
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