PELIC

(PELIC) refers to The University of Pittsburgh English Language Institute Corpus.

If a post refers to any language from this corpus, we tag it PELIC.

abstract concepts 2856

STUDENT EXAMPLE: The professor tries to explain the abstract concept of freedom. PELIC Arabic male level 5 writing class The plural form is more common in iWeb corpus: 1 ABSTRACT CONCEPTS 2856 2 ABSTRACT CONCEPT 1883 further collocates in iWeb: 1 CONCEPTS 2978 2 AN 1170 3 SUCH 302 4 UNDERSTAND 183 5 CONCRETE 149 6 RATHER 102 7 UNDERSTANDING 101 8 ABILITY 74 …

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achieve * goal | objective | outcome 7428

EXPERT EXAMPLE: We achieved tremendous outcomes. TED STUDENT EXAMPLES: He had finally achieved his goal! EGP B2   We can achieve our objectives by using effective time management. PELIC Japanese female level 4 writing class. iWeb search: 1 ACHIEVE THIS GOAL 7428 2 ACHIEVE THAT GOAL 4188 3 ACHIEVE THE GOAL 3279 4 ACHIEVE YOUR GOAL 3276 5 ACHIEVING THIS GOAL 1989 6 ACHIEVE A GOAL 1844 7 ACHIEVE …

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not + any | many | much + NOUN

When grammar points are from the same CEFR level, and in the same category, we believe it is more useful to have a single post that covers them.  Both these A2 points come from the category of DETERMINERS/quantity. Point 15: ‘many’ with plural nouns in negative contexts. Point 23: ‘much’ with uncountable nouns in negative …

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There ‘BE’ a lot of + NOUN

Point 15 in the category of VERBS is defined: ‘there is’ and ‘there are’ + ‘a lot of’ + plural noun iWeb doesn’t allow for longer than 5 token searches: _EX _VB a lot of 1 THERE ARE A LOT OF 145235 2 THERE IS A LOT OF 69785 3 THERE ‘S A LOT OF …

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Is the length of a word a poor way to predict English proficiency?

As mentioned in my Cambridge Learner Corpus research elsewhere, the main noticeable difference between CEFR levels is the length of sentences: shorter at A1 and longer at C2.  In this post, I wanted to do a quick search (20 sentences) on the word length (the letters in a word) using PELI corpus examples.  Surprisingly, the …

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verb + object + clause

Point 12 in the category of VERBS/patterns is defined: verbs, typically reporting verbs, followed by a noun or pronoun as the indirect object and a clause with or without ‘that’, as the direct object. *Note some of our search results are not indirect objects.  However, the A2 complexity is still there with relative clauses. _VV …

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reporting verbs

Point 18 in VERBS/patterns: reporting verbs, especially mental process verbs, with a clause as the direct object, without ‘that’, especially in informal contexts. *notably, in the English Grammar Profile examples, all the verbs but ‘said’ are in the present tense. There are grammar points that use this same construction but in the past at higher …

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maybe | perhaps

A2 Point 13 in the category of MODALITY/adverbs: certainty and possibility (‘maybe’, ‘perhaps’), before a clause or ellipted clause. *Note that ‘maybe’ is also listed at A1. And ‘perhaps’ is A2 in the EVP regardless of position. An iWeb search for: . maybe|perhaps * * * 1 . MAYBE IT ‘S BECAUSE 2541 2 . …

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wouldn’t

Point 15 in MODALITY is defined: would negative forms *It is incredibly hard to find an example that is not already a part of another grammar point. PELIC STUDENT EXAMPLE: I’m convinced that it wouldn’t take much time to change the system  and think about how to add new things  in order to help people to start the workday in a more enjoyable manner. French male level 4 writing class. An iWeb search for: would _XX * * * 1 WOULD NOT BE …

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imperative

Here are two A2 English Grammar Profile points in different categories that cover imperatives. Point 39 in the category of CLAUSES is defined: affirmative imperative with the base form of a main verb Point 7 in NEGATION:  negative imperatives of main verbs with ‘don’t’ + main verb. However, ‘let me/us’ is listed at B2 in …

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What a + NOUN PHRASE

Exclamative ‘what’ can precede the indefinite article and is, therefore, a predeterminer.  Here’s an example: What a surprise! Listen In the English Grammar Profile, A2 point 38 in the category of CLAUSES/exclamations: ‘What a’ + noun phrase and ‘What a’ + noun phrase + clause However, in the English Vocabulary Profile, ‘what’ is listed at B1 …

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noun phrase + relative clause

Here are two student examples of complex noun phrases using relative clauses as complements: In addition, the people who lived in Korea 100 years ago didn’t have enough transportation. PELIC Arabic male level 5 writing class   Here are some of the things which I got. TLC speaking test female Kannada B2 A2 point 34 in CLAUSES is defined: a defining relative clause with ‘who‘ as the subject A2 point 20 in …

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TO infinitive (purpose)

Point 32 in the category of CLAUSES: non-finite subordinate clause with ‘to’, to introduce purpose PELIC STUDENT EXAMPLE: To learn English, just follow these steps. Arabic male level 3 writing class. An iWeb search for: . _TO * * * 1 . TO DO THIS , 35825 2 . TO LEARN MORE ABOUT 29344 3 . TO DO SO , 15803 …

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Let’s + VERB

point 29 in CLAUSES: ‘let’s’ + base form of a main verb, for first person plural imperatives to make a suggestion PELIC STUDENT EXAMPLE: Let’s discuss each change and see some examples of them. Arabic male level 5 writing class. An iWeb search for: Let_VM21 * * * * 1 LET ‘S TAKE A LOOK 31229 2 LET ‘S FACE IT , 17868 3 …

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adverbs in mid position

Here’s an example of an adverb after a modal verb + academic collocation: We would likely address these issues one after the other in a sequential way. listen to this sentence A2 point 30 in the category of ADVERBS: MID POSITION between the subject and the main verb and after modal verbs, auxiliary verbs and ‘be’. General points such as these do not specify that there are …

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manner adverbs

Point 28 in ADVERBS is defined: limited range of manner adverbs and adverb phrases to modify how something happens. PELIC STUDENTS: The most important thing is to practise because with no practise, you will forget quickly. Arabic male level 3 writing class.   Yesterday I woke up early because I had a test. Arabic male level 2 writing class. *’early’ is more of a time adverb. A search in iWeb for: _VV *ly_RR . 1 …

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time and sequencing adverbs

There are a few overlapping points in the category of ADVERBS as modifiers at A2. Point 25: SEQUENCING: a limited range of adverbs and adverb phrases (‘first’, ‘then’, ‘after that’) to order segments of discourse. Point 33: time and sequencing adverbs to modify clauses and sentences. The examples for point 33 need to be looked …

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really | so | quite + ADJECTIVE

Point 32 in the category of ADJECTIVES/modifying: adverbs of degree (‘really’, ‘so’, ‘quite’) with an increasing range of common gradable adjectives. PELIC STUDENT EXAMPLE: I was so hungry, so I ate two sandwiches. Korean male level 2 writing class. An iWeb search for: really|so|quite _JJ 1 REALLY GOOD 291861 2 SO GOOD 182087 3 SO EASY 127227 4 SO IMPORTANT 102790 5 SO …

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