The grammatical and lexical patterning of MAKE in native and non-native student writing

By B. Altenberg, Sylviane Granger. 2001

313 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/7dea91ecaab8946b3fb4efe5a6ef60812c759782

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. A. Pellicer‐Sánchez
2. Aneta Pavlenko
3. Viktoria V. Driagina
4. Stuart Webb
5. Thi My Hang Nguyen
6. Ute Römer
7. Bethany Gray
8. Sylviane Granger

In Literature and Literary Theory

1. Bethany Gray
2. Sylviane Granger
3. Magali Paquot
4. Wei Chen
5. Ute Römer
6. Aneta Pavlenko
7. Douglas Biber
8. Stuart Webb

Citations in the corpus

• Discourse Characteristics of Writing and Speaking Task Types on the "TOEFL iBT"® Test: A Lexico-Grammatical Analysis. "TOEFL iBT"® Research Report. TOEFL iBT-19. Research Report. RR-13-04. (2013, background): “We focused on the collocational patterns for five semantically light verbs: get, give, have, make, take (see Altenberg & Granger, 2001 for a similar approach, focusing on make in L2 student writing compared to L1 student writing).”
• Russian Emotion Vocabulary in American Learners’ Narratives (2007, background): “Learners’ L2 performance is then compared to the native speaker corpora to uncover similarities and differences between them (Altenberg & Granger, 2001; Belz & Vyatkina, 2005).”
• Corpus Research Applications in Second Language Teaching (2011, background): “(p. 272) It has also been demonstrated in recent publications (e.g., Aijmer, 2002; Altenberg & Granger, 2001; Herriman & Boström Aronsson, 2009; LeńkoSzymańska, 2007; Nesselhauf, 2005) how the findings of studies based on learner corpora such as the ICLE can “enrich usage notes” in learners’…”
• Learning L2 collocations incidentally from reading (2017, background): “Szudarski looked at verb–noun collocations that contained delexical verbs, which tend to be particularly challenging for L2 learners (Altenberg & Granger, 2001).”
• Examining second language receptive knowledge of collocation and factors that affect learning (2017, methodology): “Although the participants of the present study were university English majors, their knowledge of collocation was still limited, supporting the findings of earlier studies (Altenberg & Granger, 2001; Laufer & Waldman, 2011).”
• FORM–MEANING MAPPING IN VOCABULARY ACQUISITION IN A SECOND LANGUAGE (2002, background): “The presence of such L1-related lexical errors on high-frequency, “easy” words (see also Altenberg & Granger, 2001 ) in advanced L2 users’ performance provides direct evidence for the failure of form–meaning remapping in L2 vocabulary acquisition.”
• Signaling and preventing misunderstanding in English as lingua franca communication (2006, background): “International English has been seen in terms of ‘‘World English,’’ that is, established vernacular varieties in postcolonial contexts (e.g. the ICE corpus project; Trudgill and Hannah 1994), or as learner English (from a corpus perspective e.g. Altenberg and Granger 2001; Granger 1998; Römer 2003).”
• Collocation, Semantic Prosody, and Near Synonymy: A Cross-Linguistic Perspective (2006, background): “First, the importance of collocation and semantic prosody is well recognized in language learning (e.g. Partington 1998: 23–25; Hoey 2000, 2003; Hunston 2002: 142; Altenberg and Granger 2001; Nesselhauf 2003).”
• Formulaic Language in Learner Corpora (2012, background): “…L2 studies, learner-corpus-based studies usually consider the whole range of verb + noun combinations produced by learners, including free combinations such as want a car and read the paper (e.g., Altenberg & Granger, 2001; Cross & Papp, 2008; Howarth, 1996; Kaszubski, 2000; Nesselhauf, 2005).”
• Learner Corpus Analysis and the Development of L2 Pragmatic Competence in Networked Inter-cultural Language Study: The Case of German Modal Particles (2005, unknown): “…learners’ L2 performance, as represented in the learner corpus, is compared to the L1 performance of NSs, as represented in an NS ‘control corpus’ (Altenberg & Granger, 2001, p. 175), in order to ascertain the precise ways in which learners’ L2 performance differs from that of NSs (Granger,…”