Word-order errors in compound nouns were infrequent in both groups, and the highlighting pattern accounted for nearly all compounds, supporting its use as a teaching heuristic¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Only two word-order mistakes appeared in the experimental group and three in the control group, and all but a handful of figurative CNs could be explained by the highlighting pattern of active zone within domain. → Fries 2017
Evidence¶
Fries 2017¶
Fries, M.-H. (2017). Teaching compound nouns in ESP: insights from cognitive semantics. In C. Sarré & S. Whyte (Eds), New developments in ESP teaching and learning research (pp. 93-107). Research-publishing.net. https://doi.org/10.14705/rpnet.2017.cssw2017.747
q2 · i? · causal · r1
Qualitative error analysis of the slideshow corpus from both groups. The author concludes the highlighting pattern "seems to be representative enough to be used as a teaching heuristic for CNs in S&T", with figurative compounds based on metaphor or metonymy as exceptions.
"On the whole, mistakes in word order are infrequent in the slideshow corpus: only two in the experimental group (“area electrolysis” and “energy household”) and three in the control group (“estimate energy losses”, “storage ammonia”, and “unit production”)."
Discussion¶
Learner Variables¶
- Syntax — outcome: instruction changes it
Related Claims¶
- French ESP students taught compound nouns via a cognitive-semantic approach produced highly specialised compounds from their internships more readily than morphosyntax-taught peers — related
- Experimental-group students used compound nouns in slide bullet points more than control-group students, supporting stylistic appropriateness for presentations — related
- Textbook-based morphosyntactic teaching was a sound basis for understanding and reusing key compound nouns, with no clear added value from the cognitive perspective on that measure — related
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