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  3. Crossroads. A Journal of English Studies
  4. Crossroads. A Journal of English Studies, 2017, Issue 17

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    • Proszę używać tego identyfikatora do cytowań lub wstaw link do tej pozycji: http://hdl.handle.net/11320/7068
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    Pole DCWartośćJęzyk
    dc.contributor.authorZhang, Shuai-
    dc.contributor.authorLuo, Shaoqian-
    dc.date.accessioned2018-10-05T10:03:26Z-
    dc.date.available2018-10-05T10:03:26Z-
    dc.date.issued2017-
    dc.identifier.citationCrossroads. A Journal of English Studies 17 (2/2017), pp. 62-75pl
    dc.identifier.urihttp://hdl.handle.net/11320/7068-
    dc.description.abstractThis study addresses the issue of conceptual transfer in Chinese EFL learners’ use of prepositions under the guidance of Image Schema Theory, aiming to explore the cognitive underpinnings of conceptual transfer. By observing linguistic data from the learner corpus WCEL (Writing Corpus of English Learners), part of ICCI (The International Corpus of Crosslinguistic Interlanguage), this study summarises types and manifestations of conceptual transfer in the use of prepositions in English writing by Chinese secondary school students, and analyses corresponding cognitive causes of conceptual transfer. Data processing software, AntConc, is used for observation of concordance lines according to the minimum assumption proposed by Sinclair (2004) in corpus-based studies. It is found that errors made by students in their use of English prepositions are mainly caused by negative conceptual transfer of the Chinese language; positive conceptual transfer also exists. Conceptual transfer is mainly caused by cognitive similarities and differences between English and Chinese, represented by image schemas.pl
    dc.language.isoenpl
    dc.publisherThe University of Bialystokpl
    dc.subjectconceptual transferpl
    dc.subjectimage schemapl
    dc.subjectprepositionspl
    dc.subjectEnglish writingpl
    dc.subjectChinese secondary school studentspl
    dc.titleA study on conceptual transfer in the use of prepositions in English writing by Chinese secondary school studentspl
    dc.typeArticlepl
    dc.identifier.doi10.15290/cr.2017.17.2.04-
    dc.description.EmailShuai Zhang: zhangshuai8854@163.compl
    dc.description.EmailShoaquian Luo: sqluosheila@bnu.edu.cnpl
    dc.description.BiographicalnoteShuai Zhang is a Ph.D. student of applied linguistics at School of Foreign Languages and Literature, Beijing Normal University. He obtained his Master’s degree in applied linguistics in 2015 from School of Foreign Languages, Northeast Normal University. His research interests concentrate on applied linguistics.pl
    dc.description.BiographicalnoteShoaquian Luo is a Professor of applied linguistics at School of Foreign Languages and Literature, Beijing Normal University. She obtained her Ph. D. degree in applied linguistics in 2007 from The Chinese University of Hong Kong, supervised by Professor Peter Skehan. She now teaches at Beijing Normal University and her research interests concentrate on applied linguistics.pl
    dc.description.AffiliationShuai Zhang - Beijing Normal Universitypl
    dc.description.AffiliationShaoqian Luo - Beijing Normal Universitypl
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    dc.description.referencesXu, Qingli, Liu Zhenqian and Cai Jinting. 2014. The influence of the categorization of reference objects on the use of the English spatial preposition “in” by Chinese learners. Foreign Language Teaching and Research 46(5), 723-734.pl
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    dc.identifier.eissn2300-6250-
    dc.description.issue17 (2/2017)
    dc.description.firstpage62pl
    dc.description.lastpage75pl
    dc.identifier.citation2Crossroads. A Journal of English Studiespl
    Występuje w kolekcji(ach):Crossroads. A Journal of English Studies, 2017, Issue 17

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