An Analysis of Ideation

While considerable attention has been paid to collection, and the development of the collocational competence of  L2 learners in recent years, very little has been said about a related concept in teaching journals, namely semantic prosody, and L2 learners awareness of this phenomenon. In this paper the concept of semantic prosody is introduced, and discussed, before and experiment is reported investigating the semantic prosody awareness of three different sets of participants (university undergraduate Arab students, Arab English teacher, and Native Speaker (NS) English teacher), for seven lexical items for which specific  semantic prosody claims have been made by corpus linguists. The results show that the data from the NS group (when considered as a group) concurred with corpus observed semantic prosody tendencies for all seven items, but for the other two sets of participants the result were mixed regarding agreement. It would appear that for some items non-native users of  English of different language levels appreciated the typical semantic prosody. For other items this was clearly not the case, and it appears that semantic prosody awareness can be incremental, or may not actually develop. Given the mixed data, it was suggested that explicit instruction about semantic prosody in the classroom may be of some value to learners.

Type of Process

No	Clause	Type of Process
1	While considerable attention has been paid to collection	Doing
2	very little has been said about a related concept in teaching journals	Saying
3	In this paper the concept of semantic prosody is introduced, and discussed, before	Thinking
4	and experiment is reported investigating the semantic prosody	Doing
5	for which specific  semantic prosody claims have been made by corpus linguists	Being
6	The results show that the data from the NS group (when considered as a group) concurred with corpus observed semantic prosody	Doing
7	participants the result were mixed regarding agreement	Being
8	It would appear that for some items non-native users…	Being
9	English of different language levels appreciated the typical semantic prosody.	Having
10	For other items this was clearly not the case	Being
11	it appears that semantic prosody awareness can be incremental	Being
12	it was suggested that explicit instruction about semantic prosody	Doing

Interpretation

The first clause including in Doing type of process, it caused it was research method that held by the researcher, many clauses are showed to an action explanation of the research, in this clause the writer conveys very little has been said about a related concept in teaching journals, the semantics prosody in this text is an idea that explained by the writer, and will I explain next in taxonomic relation, how it was evaluate by next clause. Followed as predicate in second clause include to saying distinguish type of process, very little has been said about a related concept in teaching journals, it is clearly explain how it was done, In this paper the concept of semantic prosody is introduced, and discussed, before an experiment is reported investigating the semantic prosody are two clauses in a series as thinking and doing type of process.

In the text clause described for which specific  semantic prosody claims have been made by corpus linguists was indicated as being of the research study, after that clause followed clause The results show that the data from the NS group (when considered as a group) concurred with corpus observed semantic prosody, Type of process sixth clause is doing, because result is a concurred with corpus was observed and evaluated by the researcher. By showing fact or result of the study the writer try to express potential that involved in semantic prosody, in addition research objects were mixed participants in order to the result regarding agreement and get objective result from implementing semantic prosody of this research.

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Taxonomic Relation

Research

Collection

(co-part)

collocational competence

(co-part)

teaching journals

(co-part)

semantic prosody

(member)

L2 learners awareness

(member)

seven lexical items

(co-class)

corpus linguists

(co-part)

semantic prosody tendencies

(co-class)

explicit instruction

(member)

Interpretation

To know each taxonomic relation of the text above I extract text above to find idea that evaluated by the researcher first idea is the semantic prosody or research variable of his/her study, it has part, co-part, member, co-class, class taxonomic relation belong to idea that was described by the writer as study or research variable which construct the semantic prosody, such as Collection as member of research to conduct his/her research so that collocational competence is an object especially in semantic prosody so the writer described interrelation of each idea detail with all surround of the object in his/her research, in other case the writer also mentioned teaching journals that still part of the semantic prosody and it also belong to part of focus research, in addition the writer  suppose L2 learners awareness, corpus linguists, seven lexical item as distinguish type that it compare between corpus linguist, and I consider that it was applied to the foreign language English students especially Arabian, or may be the native speaker of Arabic, so it needs semantic prosody with linguist corpus in order to easy to be understood by the students who were not native speaker of English, in other clause the writer wrote  explicit instruction which  has interrelation with semantic prosody that conduct the research for obtaining meaning.

People

of  L2 learners in recent years

(synonym)

university undergraduate Arab students

(synonym)

Arab English teacher

(converse)

Native Speaker (NS) English teacher

(converse)

Interpretation

The second idea which was delivered by the writer is Participants, the participants of the text above are not only L2 learners in recent years but also it has other participants they are Arab English teacher, Native Speaker (NS) English teacher, Native Speaker (NS) English teacher and Arab English teacher are contrast with L2 learners in recent years and university undergraduate Arab students or it is converse, , so we consider that Arab English teacher and Native Speaker (NS) English teacher is synonym in taxonomic relation, although they used different language, relate to teacher and learners also mentioned any times it indicates  that main object of the research is learners awareness or undergraduate students. Having described method and participants, the writer also coveys it effectiveness if involved in specific way of semantics prosody, and its effectiveness in teaching journal.

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