@article{oai:kindai.repo.nii.ac.jp:00012778,
 author = {McAleese, Paul},
 issue = {1},
 journal = {近畿大学教養・外国語教育センター紀要. 外国語編, Kinki university center for liberal arts and foreign language education journal. foreign language edition},
 month = {Jul},
 note = {[Abstract]Recent findings in corpus linguistics have revealed a significant proportion of authentic language to be constructed of prefabricated phrases (Biber & Conrad, 1999). Research has also shown learner knowledge of these multi-word items can promote both processing speed and pragmatic competence (Ellis, 1996; Wood, 2007). However, to date only a few studies have investigated such language in contemporary teaching materials(Hsu, 2008; Koprowski, 2005; Meunier & Gouverneur, 2007). This study used a large-scale corpus to investigate and compare multi-word items in a small number of upper-beginner-proficiency-level coursebooks used in a Japanese university context. The results showed that although a large number and variety of multi-word items are introduced, the types and representativeness of these items vary significantly among the coursebooks. The results suggested that a significant proportion of the items in question may be unrepresentative of authentic language and therefore of limited usefulness to the target learners., 著者専攻: 応用言語学, application/pdf},
 pages = {73--87},
 title = {〈Articles〉 A Comparative Study of Multi-Word Items in EFL Coursebooks},
 volume = {6},
 year = {2015},
 yomi = {マックアリース, ポール}
}