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Strongly non-countable nouns: Strategies against individuality ...
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Strongly non-countable nouns: Strategies against individuality ...
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underlying reasons for the difficulties in use of the English articles for EFL learners: an analysis based on the learners’ experiences
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 420-434 (2021) (2021)
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Predicting object mass nouns across languages
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In: Proceedings of the Linguistic Society of America; Vol 5, No 1 (2020): Proceedings of the Linguistic Society of America; 228–241 ; 2473-8689 (2020)
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(STEREO)TYPICAL ISSUES IN TEACHING AND LEARNING NOUNS AND NOUN PHRASES ...
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(STEREO)TYPICAL ISSUES IN TEACHING AND LEARNING NOUNS AND NOUN PHRASES ...
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A Lexicographic Approach to Teaching the English Article System: Help or Hindrance?
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In: Lexikos; Vol. 28 (2018) ; 2224-0039 (2018)
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Countability and confusion: Helping students with English as an additional language to understand the English article system
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In: https://journal.aall.org.au/index.php/jall/article/view/490 (2018)
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A Lexicographic Approach to Teaching the English Article System: Help or Hindrance?
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In: Lexikos, Vol 28, Pp 196-220 (2018) (2018)
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The Effectiveness of Using a Bilingualized Dictionary for Determining Noun Countability and Article Selection
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In: Lexikos; Vol. 27 (2017) ; 2224-0039 (2017)
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Abstract:
This article discusses the use of a bilingualized dictionary, namely Oxford Advanced Learner's English–Chinese Dictionary 8 (OALECD8), by advanced Hong Kong Cantonese ESL learners in the determination of noun countability and associated article use. A homogenous group of 30 English majors in a local university participated in the study, which consisted of a noun countability and article selection task without and with the use of the dictionary. The results show that although bilingualized dictionaries are useful in helping learners determine noun countability and associated article use, learners often misinterpret dictionary information and model on inappropriate structures, resulting in article errors and/or wrong countability judgments. Chinese translations are also sometimes sources of errors. The results of the study provide lexicographers with signposts to the selection of noun information to be included in a learner's dictionary. More explicit information about noun countability and related article use should be provided in a more user-friendly arrangement. ESL teachers are also advised to engage advanced learners in analyses uncovering the different syntactic requirements of equivalent vocabulary items in the target and source languages when using a bilingualized dictionary. ; Die effektiwiteit van die gebruik van verklarende woordeboeke met 'n tweetalige dimensie om substantiewe se telbaarheid en lidwoordseleksie te bepaal. Hierdie artikel bespreek die gebruik van 'n verklarende woordeboek met vertalings ("bilingualized dictionary"), naamlik die Oxford Advanced Learner's English–Chinese Dictionary 8 (OALECD8), deur gevorderde Hongkongse Kantonnese EVT-leerders vir die bepaling van die telbaarheid van substantiewe en die gepaardgaande lidwoordgebruik. 'n Homogene groep van 30 studente met Engels as hoofvak by 'n plaaslike universiteit het aan die studie deelgeneem, wat uit 'n taak bestaan het waar die telbaarheid van substantiewe bepaal en lidwoorde geselekteer moes word sonder en met die gebruik van 'n woordeboek. Die resultate toon dat, hoewel 'n verklarende woordeboek met vertalings nuttig is om leerders te help om die telbaarheid van substantiewe en die gepaardgaande lidwoorde te bepaal, leerders dikwels woordeboekinligting verkeerd interpreteer en op onvanpaste strukture baseer, wat tot lidwoordfoute en/of verkeerde besluite ten opsigte van telbaarheid lei. Chinese vertalings is ook soms die oorsaak van foute. Die resultate van die studie verskaf aanwysings aan leksikograwe vir die seleksie van inligting oor substantiewe wat in 'n aanleerderswoordeboek ingesluit behoort te word. Meer eksplisiete inligting oor die telbaarheid van substantiewe en die verwante gebruik van lidwoorde behoort in 'n meer gebruikersvriendelike ontwerp voorsien te word. EVT-onderwysers word ook aangeraai om gevorderde leerders analises te laat doen wat die verskillende sintaktiese vereistes van ekwivalente woordeskatitems in die doel- en die brontale ontbloot wanneer 'n verklarende woordeboek met vertalings gebruik word.
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Keyword:
aanleerderswoordeboeke; article selection; artikelseleksie; bilingualized dictionaries; Cantonese ESL learners; effectiveness of dictionaries; effektiwiteit van woordeboeke; English article system; English noun countability; Kantonnese EVT-leerders; learners' dictionaries; lidwoordstelsel in Engels; second language acquisition; telbaarheid van Engelse substantiewe; tweedetaalverwerwing; verklarende woordeboeke met vertalings
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URL: https://doi.org/10.5788/27-1-1399
https://lexikos.journals.ac.za/pub/article/view/1399
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NPE, gender and the countable/mass distinction
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In: Stellenbosch Papers in Linguistics, Vol 48, Iss 0, Pp 161-181 (2017) (2017)
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The Effectiveness of Using a Bilingualized Dictionary for Determining Noun Countability and Article Selection
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In: Lexikos, Vol 27, Pp 183-213 (2017) (2017)
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К проблеме о категории исчисляемости / неисчисляемости существительных в английском языке
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Crime Investigations: The Countability Profile of a Delinquent Noun
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In: Baltic International Yearbook of Cognition, Logic and Communication (2016)
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How 'some garlic' becomes 'a garlic' or 'some onion' : mass and count processing in aphasia
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Representation and processing of mass and count nouns : a review
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