Existential there Constructions in English Applied Linguistic Articles and Novels: Perspectives of Pragmatic Aspects, Semantic Interpretations and Vicinity of Syntactic Structures
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Published:
Apr 14, 2022
Keywords:
Pragmatic aspects semantic interpretations vicinity of syntactic structures existential there constructions applied linguistic articles
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Abstract
This study examined the existential there constructions in English applied linguistic articles and English novels. Previous studies investigating this construction concentrated on learners of English as a Foreign Language (i.e., Japanese and Korean EFL learners) and the corpora of spoken register (i.e., British National Corpus). This study contributes to the perspectives of pragmatic aspects, semantic interpretations and vicinity of syntactic structures of existential there constructions. The data collection of this study was derived from seven English novels due to their being best sellers (www.amazon.com) and 13 Journal of English for Academic Purposes due to its indexation in Q1 Scopus database (www.scimagojr.com). A total of 339 sentences, gathered from applied linguistic articles and English novels, are isolated into 110 tokens and 229 tokens, respectively. The framework of pragmatic aspects, semantic interpretations and syntactic structures follows Gregory and Biner (1995), Jiang & Hyland (2020) and Radford (2009), respectively. The pragmatic aspects of existential there constructions in both datasets are explained by end-weight principle. Semantic interpretations of existential there constructions in both datasets appears similarly in regard to subjectivity, quantification, list of things and comparison. Vicinity of syntactic structures with existential there constructions in applied linguistic article is reduced relative clauses; however, vicinity of syntactic structures of existential there constructions in English novels are to- infinitive clauses and adjective clauses. The results of this study are expected to be useful for EFL and learners of English as a Second Language (ESL) how to learn grammar implicitly from applied linguistic articles and novels.
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Wongkittiporn, A. (2022). Existential there Constructions in English Applied Linguistic Articles and Novels: Perspectives of Pragmatic Aspects, Semantic Interpretations and Vicinity of Syntactic Structures . Wiwitwannasan Journal of Language and Culture, 6(1), 47–70. Retrieved from https://so06.tci-thaijo.org/index.php/wiwitwannasan/article/view/253245
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Academic articles / Research articles
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References
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Alcott, L. M. (1969). Little Women. USA: Roberts Brothers.
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Dostoevsky, F. (2021). Crime and punishment: The gambler notes from underground. London: Arcturus.
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Du, Z., Jeing, F., & Liu, L. (2021). Profiling figure legends in scientific research articles: A corpus-driven approach. Journal of English for Academic Purpose, 54, 1-15.
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Gay, F. (2022). Investigating the effects of technology-enhanced vocabulary learning strategy instruction on supporting mixed-ability EMI learners studying a journalism and
communication major: An action research project at a university in China. Journal of English for Academic Purpose, 55, 1-14.
Geluso, J. (2022). Grammatical and functional characteristics of preposition-based phrase
frames in English argumentative essays by L1 English and Spanish speakers. Journal of English for Academic Purpose, 55, 1-13.
Gyenes, A. (2021). Student perceptions of critical thinking in EMI programs at Japanese
universities: A Q-methodology study. Journal of English for Academic Purpose, 54, 1-13.
Hilton, K. (2018). Social meaning in a shifting grammatical landscape: The perception of nonagreement in existential there constructions. Journal of Sociolinguistics, 22(2), 233-249.
Insua, A. E. M. (1998). Existential there-constructions in present day English: A corpus-based study. ATLANTIS, XX(2), 107-131.
Jakobsson, I., & Knutsson, M. (2020). Explicit or Implicit Grammar? Grammar Teaching
Approaches in Three English 5 Textbooks. Bachelor Thesis, Malmö University, Sweden.
Jiang, F., & Hyland, K. (2020). “There are significant differences…”: The secret life of existential there in academic writing. Lingua, 233, 1-17.
Karakoç, A. I., Ruegg, R., & Gu, P. (2022). Beyond comprehension: Reading requirements in first-year undergraduate courses. Journal of English for Academic Purpose, 55, 1-12.
Kocatepe, M. (2021). Reconceptualising the notion of finding information: How
undergraduate students construct information as they read-to-write in an academic writing class. Journal of English for Academic Purpose, 53, 1-20.
Krejci, B., &, Hilton K. (2017). There’s three variants: Agreement variation in existential there constructions. Language Variation and Change, 29, 187-204.
La Rosa, D., & Godoy, W. (2021). Explicit Grammar Knowledge Development in EFL Adult Learners. Humanising Language Teaching, 23(5), 1.
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Lowry, L. (2004). Messenger. USA: Houghton Mifflin.
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Ling, Z. (2015). Explicit grammar and implicit grammar teaching for English major students in university. Sino US English Teaching, 12(8), 556-560.
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Muliani, S., Norahmi, M., & Asi, N. (2019). The analysis of difficulties in writing narrative text. LET: Linguistics, Literature and English Teaching Journal, 9(2), 244-264
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Palacios‐Martínez, I., & Martínez‐Insua, A. (2006). Connecting linguistic description and language teaching: native and learner use of existential there. International Journal of Applied Linguistics, 16(2), 213-223.
Park, S. J. (2014). Non-concord in existential there constructions: A corpus-based study. SNU Working Papers in English Linguistics and Language, 12, 111-137.
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Rau, G., & Shih, Y. (2021). Evaluation of Cohen’s kappa and other measures of inter-rater agreement for genre analysis and other nominal data, Journal of English for Academic Purpose, 53, 1-16.
Reinders, H., & Ellis, R. (2009). The effects of two types of input on intake and the acquisition of implicit and explicit knowledge. In R. Ellis, S. Loewen, C. Elder, R.
Rowling, J. K. (2014). Harry Potter and the philosopher’s stone. London: Bloomsbury
Schiff, R., Sasson, A., Star, G., & Kahta, S. (2017). The role of feedback in implicit and explicit artificial grammar learning: a comparison between dyslexic and non-dyslexic
adults. Annals of dyslexia, 67(3), 333-355.
Shao, Z., Zhang, H., Zhang, J., Zhong, Y., & Xu, X. (2022). Phrasal complexity in English argumentative writing: Variations across Chinese STEM versus English majors’ production and EFL textbook essays. Journal of English for Academic Purpose, 55, 1-14.
Smirnova, N. V., Lillis, T., & Hultgren, A. K. (2021). English and/or Russian medium publications? A case study exploring academic research writing in contemporary Russian academia. Journal of English for Academic Purpose, 53, 1-14.
Stuhr-Rommereim, H. (2010). Reading Solzhenitsyn’s “one day in the life of Ivan
Denisovich”: Linguistic and cultural perspectives. Journal of Siberian Federal University: Humanities & Social Sciences, 4(3). 625-632.
Sun, Q., & Soden, D. (2021). International students’ engagement with support in developing source use abilities: A longitudinal case study, Journal of English for Academic Purpose 51, 1-14.
Thwaite, A., Budgen, F., Hunter, J., & Singh, K. (2021). What is complexity? Grammatical
issues in assignment prompts. Journal of English for Academic Purpose, 52, 1-13.
Tsushima, T., & Miyake, H. (2013). On the preferential use of there constructions by
Japanese speakers of English: A preliminary study using a two-alternative forced-choice task in Linguistic and Discourse Contexts. Journal of Humanities and Natural Sciences, 3(4), 65–86.
Vartianen, T. (2013). Subjectivity, indefiniteness and semantic change. English Language and Linguistics. 17(1). 157-179.
von Goethe, J. W. (2012). The Sorrows of Young Werther. Oxford: Oxford University Press.
Wang, Y. & Kaatari, H. (2022). Let’s say: Phraseological patterns of SAY in academic ELF Communication. Journal of English for Academic Purpose, 55, 1-13.
Ward, G., & Birner, B. (1995). Definiteness and the English existential. Language, 71(4), 722-742.
White, G. (2012). Charlotte’s Web. USA: Harper&Brothers
Zheng, L., & Zhang, Q. F. (2015). Influence on explicit grammar and implicit grammar teaching for college English learning. US-China Foreign Language, 13(12), 875-878
Ziegler, E. (2017). The relative merits of explicit and implicit learning of contrasted algebra principles. Cross Mark Educational Psychology Review Journal, 30(2), 4.
Alcott, L. M. (1969). Little Women. USA: Roberts Brothers.
Crawford, W. J. (2005). Verb agreement and disagreement: A corpus investigation of concord variation in Existential there+be constructions. Journal of English Linguistics, 33(1),35-61.
Dostoevsky, F. (2021). Crime and punishment: The gambler notes from underground. London: Arcturus.
Doyle, C. (2018). The lost world. USA: CreateSpace Independent Publishing Platform.
Du, Z., Jeing, F., & Liu, L. (2021). Profiling figure legends in scientific research articles: A corpus-driven approach. Journal of English for Academic Purpose, 54, 1-15.
Erlam, J. Philp & H. Reinders (Eds.), Implicit and explicit knowledge in second language learning, testing and teaching (pp. 281–302). Bristol, England: Multilingual Matters
Gay, F. (2022). Investigating the effects of technology-enhanced vocabulary learning strategy instruction on supporting mixed-ability EMI learners studying a journalism and
communication major: An action research project at a university in China. Journal of English for Academic Purpose, 55, 1-14.
Geluso, J. (2022). Grammatical and functional characteristics of preposition-based phrase
frames in English argumentative essays by L1 English and Spanish speakers. Journal of English for Academic Purpose, 55, 1-13.
Gyenes, A. (2021). Student perceptions of critical thinking in EMI programs at Japanese
universities: A Q-methodology study. Journal of English for Academic Purpose, 54, 1-13.
Hilton, K. (2018). Social meaning in a shifting grammatical landscape: The perception of nonagreement in existential there constructions. Journal of Sociolinguistics, 22(2), 233-249.
Insua, A. E. M. (1998). Existential there-constructions in present day English: A corpus-based study. ATLANTIS, XX(2), 107-131.
Jakobsson, I., & Knutsson, M. (2020). Explicit or Implicit Grammar? Grammar Teaching
Approaches in Three English 5 Textbooks. Bachelor Thesis, Malmö University, Sweden.
Jiang, F., & Hyland, K. (2020). “There are significant differences…”: The secret life of existential there in academic writing. Lingua, 233, 1-17.
Karakoç, A. I., Ruegg, R., & Gu, P. (2022). Beyond comprehension: Reading requirements in first-year undergraduate courses. Journal of English for Academic Purpose, 55, 1-12.
Kocatepe, M. (2021). Reconceptualising the notion of finding information: How
undergraduate students construct information as they read-to-write in an academic writing class. Journal of English for Academic Purpose, 53, 1-20.
Krejci, B., &, Hilton K. (2017). There’s three variants: Agreement variation in existential there constructions. Language Variation and Change, 29, 187-204.
La Rosa, D., & Godoy, W. (2021). Explicit Grammar Knowledge Development in EFL Adult Learners. Humanising Language Teaching, 23(5), 1.
Lowry, L. (2000). Gathering blue. USA: Houghton Mifflin.
Lowry, L. (2004). Messenger. USA: Houghton Mifflin.
Lee, H. (2011). Information structure and the use of the English existential construction in Korean Learner English. English Language and Literature, 57(6), 1017-1041.
Ling, Z. (2015). Explicit grammar and implicit grammar teaching for English major students in university. Sino US English Teaching, 12(8), 556-560.
Madarina, A., Rahman, A., & Radzuwan, A. R. (2017). Explicit and Implicit Grammar
Instructions in Higher Learning Institutions. English Language Teaching. 10(10). 92-101.
Martínez Insúa, A. E. (2002). On the nature of the verb in the present day English (existential) there-Construction. Formal ad Communicative Implication. Revista Alicantina de Estudios Ingleses, 15, 133-152.
Muliani, S., Norahmi, M., & Asi, N. (2019). The analysis of difficulties in writing narrative text. LET: Linguistics, Literature and English Teaching Journal, 9(2), 244-264
Nazari. N. (2013). The effect of implicit and explicit grammar instruction on learners’
achievements in receptive and productive modes. Procedia - Social and Behavioral Sciences, 70, 156-162.
Olofsson, A. (2011), Existential there and catenative concord. Evidence from the British National Corpus. Nordic journal of English studies, 10(1), 29-47.
Omidian, T., Siyanova-Chanturia, A., & Biber, D. (2021). A new multidimensional model of writing for research publication: An analysis of disciplinarity, intra-textual variation, and L1 versus LX expert writing. Journal of English for Academic Purpose, 54, 1-16.
Palacios‐Martínez, I., & Martínez‐Insua, A. (2006). Connecting linguistic description and language teaching: native and learner use of existential there. International Journal of Applied Linguistics, 16(2), 213-223.
Park, S. J. (2014). Non-concord in existential there constructions: A corpus-based study. SNU Working Papers in English Linguistics and Language, 12, 111-137.
Radford, A. (2009). Introduction to sentence structure. Cambridge: Cambridge University Press.
Rahman, A. M. A., & Rashid, R. A. (2017). Explicit and Implicit Grammar Instructions in Higher Learning Institutions. English Language Teaching, 10(10), 92-101.
Rau, G., & Shih, Y. (2021). Evaluation of Cohen’s kappa and other measures of inter-rater agreement for genre analysis and other nominal data, Journal of English for Academic Purpose, 53, 1-16.
Reinders, H., & Ellis, R. (2009). The effects of two types of input on intake and the acquisition of implicit and explicit knowledge. In R. Ellis, S. Loewen, C. Elder, R.
Rowling, J. K. (2014). Harry Potter and the philosopher’s stone. London: Bloomsbury
Schiff, R., Sasson, A., Star, G., & Kahta, S. (2017). The role of feedback in implicit and explicit artificial grammar learning: a comparison between dyslexic and non-dyslexic
adults. Annals of dyslexia, 67(3), 333-355.
Shao, Z., Zhang, H., Zhang, J., Zhong, Y., & Xu, X. (2022). Phrasal complexity in English argumentative writing: Variations across Chinese STEM versus English majors’ production and EFL textbook essays. Journal of English for Academic Purpose, 55, 1-14.
Smirnova, N. V., Lillis, T., & Hultgren, A. K. (2021). English and/or Russian medium publications? A case study exploring academic research writing in contemporary Russian academia. Journal of English for Academic Purpose, 53, 1-14.
Stuhr-Rommereim, H. (2010). Reading Solzhenitsyn’s “one day in the life of Ivan
Denisovich”: Linguistic and cultural perspectives. Journal of Siberian Federal University: Humanities & Social Sciences, 4(3). 625-632.
Sun, Q., & Soden, D. (2021). International students’ engagement with support in developing source use abilities: A longitudinal case study, Journal of English for Academic Purpose 51, 1-14.
Thwaite, A., Budgen, F., Hunter, J., & Singh, K. (2021). What is complexity? Grammatical
issues in assignment prompts. Journal of English for Academic Purpose, 52, 1-13.
Tsushima, T., & Miyake, H. (2013). On the preferential use of there constructions by
Japanese speakers of English: A preliminary study using a two-alternative forced-choice task in Linguistic and Discourse Contexts. Journal of Humanities and Natural Sciences, 3(4), 65–86.
Vartianen, T. (2013). Subjectivity, indefiniteness and semantic change. English Language and Linguistics. 17(1). 157-179.
von Goethe, J. W. (2012). The Sorrows of Young Werther. Oxford: Oxford University Press.
Wang, Y. & Kaatari, H. (2022). Let’s say: Phraseological patterns of SAY in academic ELF Communication. Journal of English for Academic Purpose, 55, 1-13.
Ward, G., & Birner, B. (1995). Definiteness and the English existential. Language, 71(4), 722-742.
White, G. (2012). Charlotte’s Web. USA: Harper&Brothers
Zheng, L., & Zhang, Q. F. (2015). Influence on explicit grammar and implicit grammar teaching for college English learning. US-China Foreign Language, 13(12), 875-878
Ziegler, E. (2017). The relative merits of explicit and implicit learning of contrasted algebra principles. Cross Mark Educational Psychology Review Journal, 30(2), 4.