Huang, Zeping., Thesis (M.Phil.)--Chinese University of Hong Kong, 2010., Includes bibliographical references (leaves 121-132)., s in English and Chinese; appendix two in English and Chinese., Acknowledgements --- p.i, p.iii, (Chinese) --- p.v, Table Of Contents --- p.vi, List of Tables --- p.ix, List of Figures and Graphs --- p.x, Chapter CHAPTER ONE --- INTRODUCTION --- p.1, Chapter 1.1. --- Motivation --- p.1, Chapter 1.1.2. --- The importance of language use in L2 writing --- p.1, Chapter 1.1.2. --- The possibilities of integrating corpora into L2 writing instruction --- p.2, Chapter 1.1.3. --- The need for corpus-informed approach --- p.2, Chapter 1.2. --- Purpose of this study --- p.4, Chapter 1.3. --- Research questions --- p.5, Chapter 1.4. --- Overall research methods --- p.5, Chapter 1.5. --- Significance of the study --- p.5, Chapter 1.6. --- Organization of the thesis --- p.6, Chapter CHAPTER TWO --- LITERATURE REVIEW --- p.8, Chapter 2.1. --- "Research on corpora and L2 writing...," --- p.8, Chapter 2.1.1. --- Studies on corpus use from teachers' perspective --- p.9, Chapter 2.1.2. --- Studies on students' direct use of corpus --- p.10, Chapter 2.1.3. --- Empirical Studies on corpus and vocabulary learning --- p.17, Chapter 2.2. --- Evaluations of the studies under review --- p.19, Chapter 2.2.1. --- Evaluation of research on corpus-informed teaching materials development --- p.19, Chapter 2.2.2. --- Evaluations of empirical research on students' direct use of corpus --- p.21, Chapter 2.3. --- Call for further studies --- p.22, Chapter CHAPTER THREE --- METHODOLOGY --- p.24, Chapter 3.1. --- Participants --- p.24, Chapter 3.2. --- Research Setting --- p.25, Chapter 3.3. --- Materials --- p.25, Chapter 3.3.1. --- Corpora used --- p.26, Chapter 3.3.2. --- Selecting the target words --- p.28, Chapter 3.3.3. --- Sifting the concordance lines --- p.29, Chapter 3.3.4. --- Formulating the queries --- p.30, Chapter 3.4. --- Research design --- p.32, Chapter 3.4.1. --- Pretest --- p.33, Chapter 3.4.2. --- Immediate posttest --- p.33, Chapter 3.4.3. --- Delayed posttest --- p.34, Chapter 3.5. --- Procedures --- p.35, Chapter 3.6. --- Instruments --- p.37, Chapter 3.6.1. --- Questionnaires --- p.37, Chapter 3.6.2. --- Learning journals --- p.38, Chapter 3.6.3. --- Uptake sheets --- p.38, Chapter 3.7. --- Data collection and analysis --- p.38, Chapter 3.7.1. --- Holistic scoring --- p.39, Chapter 3.7.2. --- Analysis of the use of target words --- p.40, Chapter 3.7.3. --- Questionnaire responses --- p.42, Chapter 3.8. --- Chapter summary --- p.43, Chapter CHAPTER FOUR --- RESULTS --- p.44, Chapter 4.1. --- Holistic scores --- p.44, Chapter 4.2. --- Use of signaling nouns (SNs) --- p.46, Chapter 4.2.1. --- Accuracy --- p.46, Chapter 4.2.2. --- Complexity --- p.61, Chapter 4.2.3. --- Retention of the target patterns --- p.73, Chapter 4.3. --- Content Schemata nouns --- p.74, Chapter 4.4. --- Evaluation of the concordance exercises --- p.75, Chapter 4.4.1. --- Effects on vocabulary learning --- p.75, Chapter 4.4.2. --- Effect on L2 writing --- p.78, Chapter 4.4.3. --- Difficulties in doing the concordance exercises --- p.80, Chapter 4.5. --- Chapter summary --- p.84, Chapter CHAPTER FIVE --- DISCUSSION --- p.85, Chapter 5.1. --- Did the corpus-informed approach improve students' overall writing quality? --- p.85, Chapter 5.1.1. --- Cut-off sentences --- p.87, Chapter 5.1.2. --- Culture-loaded information in concordance lines --- p.88, Chapter 5.2. --- Did the corpus-informed approach improve vocabulary use in students' writing? --- p.90, Chapter 5.2.1. --- Interface of lexis and syntax --- p.91, Chapter 5.2.2. --- Encouraging usage-based learning --- p.95, Chapter 5.2.3. --- Raising learner awareness of collocation and colligation --- p.97, Chapter 5.2.4. --- Retention of lexico-grammatical patterns --- p.98, Chapter 5.3. --- Did students think that corpus-informed approach helped their writing? --- p.100, Chapter 5.4. --- Towards a tentative model of corpus-informed writing instruction --- p.102, Chapter 5.4.1. --- Preparing Materials --- p.104, Chapter 5.4.2. --- During the exploration of a topic-specific corpus --- p.105, Chapter 5.4.3. --- Follow-up activities after exploration of the topic-specific corpus --- p.106, Chapter 5.5. --- Chapter summary --- p.108, Chapter CHAPTER SIX --- CONCLUSION --- p.109, Chapter 6.1. --- Summary of this study --- p.109, Chapter 6.1.1. --- Enhancement of lexico-grammatical patterns --- p.109, Chapter 6.1.2. --- Enhanced awareness of the importance of collocations --- p.111, Chapter 6.1.3. --- Pivotal role of prior grammatical knowledge in corpus-informed learning --- p.111, Chapter 6.1.4. --- Insignificant correlation between learning CSNs and ideas development --- p.113, Chapter 6.2. --- Pedagogical implications --- p.113, Chapter 6.2.1. --- Writing materials development --- p.114, Chapter 6.2.2. --- Implementation of corpus-informed activities --- p.115, Chapter 6.3. --- Limitations and suggestions --- p.117, Chapter 6.3.1. --- A longer experimental time frame --- p.117, Chapter 6.3.2. --- More lexical input --- p.118, Chapter 6.3.3. --- More comparison groups --- p.118, Chapter 6.3.4. --- Different proficiency levels --- p.119, Chapter 6.3.5. --- Web-based concordances and more follow-up learning activities --- p.119, Chapter 6.3.6. --- Case studies --- p.120, Chapter 6.4. --- Closing remarks --- p.120, Bibliography --- p.121, Appendix One Questionnaire One --- p.133, Appendix Two Questionnaire Two --- p.136, Appendix Three Learning Journal --- p.139, Appendix Four Pre-writing Vocabulary Study --- p.140, Appendix Five Pretest Writing Task --- p.153, Appendix Six Immediate Posttest Writing Task --- p.154, Appendix Seven Delayed Posttest Writing Task --- p.155, http://library.cuhk.edu.hk/record=b5894395, Use of this resource is governed by the terms and conditions of the Creative Commons “Attribution-NonCommercial-NoDerivatives 4.0 International” License (http://creativecommons.org/licenses/by-nc-nd/4.0/)