Sample-1

(P)This study reports the findings of a classroom experiment involving 123 French-speaking ESL learners in a junior college setting. (M) An experimental group of 65 learners was required to do weekly Cloze dictation activities designed to focus their attention on unstressed grammatical words. A group of 58 learners in the same course of instruction served as a control group. Both groups did story-writing tasks as pre-and post-tests. (R) An analysis of learners’ accuracy in verbal and nominal morphology on the pre-and post-tests revealed that the experimental group improved far more than the control over the 15- week period of the study. (C) The theoretical and classroom implications of these results are discussed.

Sample-2

Theaimof this research is, through a generalcomparisonbetween learner’s corpora and NSs’ corpora, to probe into the characteristics of Chinese EFL learners with regard to their use of linking adverbials in writing and speaking, and give an impersonal description about the non-nativeness that the learners demonstrate in the use of linking adverbials. It isfound that Chinese EFL learners have shown an overall overusing tendency in using linking adverbials in their speaking and writing. The results have shown that thefactorswhich contributing to Chinese EFL learners’ use of linking adverbials are multifold, such as mother tongue transfer, pedagogical instructions, stylistic awareness, semantic understandings, pragmatic considerations.

Sample-3

§（1）The dozens of studies onacademic discourse carried out over the past 20 years have mostly focused on written academic prose or on academic lectures，while other registers such as texbooks, study groups and service encounters have been ignored. (2)Other registers (语域) that may be more important for students adjusting to university life, such astextbooks, have received surprisingly little attention, and spoken registers such as study groups or on-campus service encounters have been virtually ignored. (3)To explain more fully the nature of the tasks that incoming international students encounter, this article undertakes a comprehensive linguistic description of the range of spoken and written registers at U.S. universities.(4) Specifically, the artic ale describes a multidimensional analysis of register variation in the TOEFL 2000 Spoken and Written Academic Language Corpus. (5)The analysis shows that spoken registers are fundamentally different from written ones in university contexts, regardless of purpose. (6) Some of the register characterizations are particularly surprising. (7) For example, classroom teaching was similar to conversational registers in many respects, and departmental brochures and Web pages were as informationally dense as textbooks. (8)The paper discusses the implications of these findings for pedagogy and further research.