Dependent prepositions in Czech students’ school-leaving essays as a contribution to corpus-informed teaching of English
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| Year of publication | 2018 |
| Type | Appeared in Conference without Proceedings |
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| Description | This paper analyses the range and appropriateness of dependent prepositions used with adjectives in the corpus of 380 school-leaving essays, with the word-count of 150/70 words, written in May 2017, and compares the results with English Vocabulary/Grammar Profile as a reference tool for the required B1 level according to the CEFR. The findings suggest that the teaching of dependent prepositions should be supported by activities helping to increase the students’ exposure to language in use so that the students can internalize recurring colligation patterns, which can be created both with the help of native-speakers and learner corpora. |
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