Professional Documents
Culture Documents
Monika Bader - Sarah Hoem Iversen
Monika Bader - Sarah Hoem Iversen
CORYL: http://clarino.uib.no/korpuskel/clarino-metadata?corpus=coryl&resource=coryl
Analysis
Reference
Substitution
Ellipsis
Conjunction
Lexical cohesion
Reference
Personal
Demonstrative
Comparative
Theoretical issues sentence boundaries
Halliday and Hasan 1976 limit their attention to cases of cohesive ties
across sentence boundaries
cohesive ties between sentences stand out more clearly because they are
the ONLY source of texture, whereas within the sentence there are
structural relations as well. (Halliday and Hasan 1976, p. 9)
In the writing of young learners, the concept of sentence not easily defined
They have finde the tife 12 houers later but he was in a care and the cant
caught him, so they get help from the army, they Shot at the wheel and the
care stop he was take in prison and we get John back.
One day I and my two friends, Mary and Adam build a cabin in
a three . And.......... " Help me " It was Sarah A big snake was
a few meters behind her She tried to run from the snake but
the snake jumped over her. Then the come a man, the man
had a gun with him. The man takes the gun and shoot the
snake. He get the snake away from Mary and called the doctor
After a few minutes the doctor came. He said everything was
okay with her
1) We was very scared but i tok the hammer and punched the snake in her head so
it slipped and landed on the ground.
2) it was just a racoon. I quickly called mum and asked if I could keep it. I named
her star.
3) At once Mary and I got to our feet, and Mary took a burning stick from the fire.
I took my knife. We were just in time! The bear jumped out from behind one of
the trees, and waved after us with his great paws, but the fire and the burning
stick frightened her, so she turned and ran back into the forest.
Schiftner & Rankin (2012) hypothesize that markedness and L1 influence play
a role
Overuse of that?
Schiftner & Rankin (2012) use a subset of LOCNESS corpus as an L1 reference
corpus; the chosen subsection of the corpus contains British A-level
argumentative essays
Texts produced by lower-grade students in the learner corpus are
descriptive/narrative, not argumentative
this that
determiner pronoun determiner pronoun
24 9 10 73
that-P significantly more common than this-P (cf. the same pattern in the native
corpora)
differences in the distribution of determiners not that great, and in fact this-D
more common than that-D (cf. the same pattern in the native corpora)
1. When we came home, we had a chocolate cake and pizza.
That was tasty.
2. Maybe we can go up to woodden house. That was a good idea