Exploring the Dichotomy of over in Spoken and Written English: Frequency and Functionality
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This study investigates the differential usage of the preposition over in spoken and written English, using a corpus-based quantitative analysis to uncover distinctions in frequency and functionality across these modes. Analyzing 600 sentences—300 from spoken English sources and 300 from written English news articles—the study categorizes instances of over into descriptive/directive and conceptual/reflective uses. Findings reveal that spoken English predominantly employs over in descriptive and directive contexts (65%), aligning with the mode’s focus on immediacy and practical communication. Conversely, written English favors conceptual and reflective uses (58%), underscoring its suitability for structured, abstract discourse. A Chi-squared test confirmed these differences as statistically significant (Chi-squared = 12.04, p < 0.001), highlighting a functional divergence in over usage that reflects the adaptive nature of language. The study’s implications suggest practical applications for ESL/EFL instruction, where tailored approaches can guide learners in navigating mode-specific uses of complex prepositions. Limitations and future research directions are also discussed, emphasizing the need for a broader genre scope and complementary qualitative analysis to further enhance understanding.
Abstract
This study investigates the differential usage of the preposition over in spoken and written English, using a corpus-based quantitative analysis to uncover distinctions in frequency and functionality across these modes. Analyzing 600 sentences—300 from spoken English sources and 300 from written English news articles—the study categorizes instances of over into descriptive/directive and conceptual/reflective uses. Findings reveal that spoken English predominantly employs over in descriptive and directive contexts (65%), aligning with the mode’s focus on immediacy and practical communication. Conversely, written English favors conceptual and reflective uses (58%), underscoring its suitability for structured, abstract discourse. A Chi-squared test confirmed these differences as statistically significant (Chi-squared = 12.04, p < 0.001), highlighting a functional divergence in over usage that reflects the adaptive nature of language. The study’s implications suggest practical applications for ESL/EFL instruction, where tailored approaches can guide learners in navigating mode-specific uses of complex prepositions. Limitations and future research directions are also discussed, emphasizing the need for a broader genre scope and complementary qualitative analysis to further enhance understanding.