Repetitive phrasal chunkiness and advanced EFL speech and writing

By S. D. Cock. Corpus Linguistics and Linguistic Theory, 2000

86 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/e685ff05ccd0acd276fcaf9e2dd3bef09c623511

How researchers see this paper

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

In Developmental and Educational Psychology

1. N. Schmitt
2. Ron Martinez
3. B. Fernández
4. E. Peters
5. M. Garnier
6. Stuart Webb
7. Lars Stenius Stæhr
8. Maggie Charles

In Language and Linguistics

1. N. Schmitt
2. Ron Martinez
3. B. Fernández
4. E. Peters
5. M. Garnier
6. Stuart Webb
7. Maggie Charles
8. Lars Stenius Stæhr

In Literature and Literary Theory

1. B. Fernández
2. N. Schmitt
3. Ron Martinez

Citations in the corpus

• How much collocation knowledge do L2 learners have?: the effects of frequency and amount of exposure (2015, background): “…shows that L2 learners tend to adhere to and overuse some collocations they feel more confident with (what Hasselgren (1994: 237) called “teddy bears”), and underuse native-like collocations, making use of atypical, idiosyncratic ones (Granger, 1998; Howarth, 1998; Lorenz, 1999; De Cock, 2000).”
• A Phrasal Expressions List (2012, background): “We did not want to be completely driven by frequency in compilation of the list as we could end up including sequences such as is the or is of a, which encode very little meaning in themselves (cf. De Cock 2000).”