Academic Writing with Corpora offers a step-by-step accessible guide to using concordancers and aims to help introduce data-driven learning into the academic English classroom. Addressing the challenges faced by EAP teachers when explaining to their students how to write "naturally", this book provides a solution to the problem by placing an emphasis on learning from expert and proficient writing. In doing so, it: takes a highly practical approach and is packed with pedagogical features including graded tasks; uses Lextutor, an easy-to-use, open access concordancer, throughout, whilst introducing students to tools such as SkELL, MICUSP and BNC BYU; fosters autonomous learning by demonstrating how to solve everyday difficulties in word choice and grammar; helps teachers to use concordancers to teach students how to write proficiently and helps students to improve their academic writing by learning from best examples in their field. This book will guide students towards better awareness of the communicative side of academic writing. It forms essential reading for all students on academic writing and EAP courses or who wish to improve their writing.
Academic Writing with Corpora offers a step-by-step accessible guide to using concordancers and aims to help introduce data-driven learning into the academic English classroom. Addressing the challenges faced by EAP teachers when explaining to their students how to write 'naturally', this book provides a solution to the problem by placing an emphasis on learning from expert and proficient writing. In doing so, it: takes a highly practical approach; uses Lextutor, an easy-to-use, open access concordancer, whilst introducing students to tools, such as SkELL, MICUSP and BNC-English Corpora; fosters autonomous learning by demonstrating how to solve everyday difficulties in word choice and grammar; helps teachers to use corpora in teaching proficient writing and helps students to improve their academic writing by learning from the best examples in their field; guides students towards better awareness of the communicative side of academic writing. This book forms essential reading for all students on academic writing and EAP courses or who wish to improve their writing.
Effects of discipline, register, and writer expertise
Author: Ute Römer
Publisher: John Benjamins Publishing Company
Category: Language Arts & Disciplines
This volume showcases some of the latest research on academic writing by leading and up-and-coming corpus linguists. The studies included in the volume are based on a wide range of corpora spanning first and second language academic writing at different levels of writing expertise, containing texts from a variety of academic disciplines (and sub-disciplines) and of different academic registers. Particularly novel aspects of the collection are the inclusion of research that combines rhetorical moves with multi-dimensional analysis, studies that cover both fixed and variable phraseological items (lexical bundles, phrase-frames, constructions), and work that is based on corpora of English as an academic lingua franca. Going beyond merely summarizing their findings, the authors also discuss what their research means for academic writing practice and pedagogical settings. The volume will be of interest to researchers, students, and teachers who would like to expand their knowledge of how academic writing functions and what it looks like in a variety of contexts.
Many large-scale investigations of linguistic variation are unfeasible using traditional approaches. This volume is a collection of papers that illustrate the ways in which linguistic variation can be explored through corpus-based investigation.
Phraseology has long been used in L2 teaching of academic writing, and corpus linguistics has played a major role in the compilation and assessment of academic phrases. However, there are only a few interactive academic writing tools in which corpus methodology is implemented in a real-time design to support formulation processes. In this paper, we describe several corpus-related methods that we have developed and implemented as part of an interactive thesis-writing tool, "Thesis Writer," designed and constructed jointly by the Language Competence Centre and the Center for Innovative Teaching and Learning of the Zurich University of Applied Sciences in Switzerland. "Thesis Writer" (TW) hosts several linguistic-support tools and is designed in its first pilot version to support thesis writing in economics with the help of two self-compiled corpora in English and German. Students can access the corpora directly via the IMS Open Corpus Workbench or via a pre-selected collection of central rhetorical elements through the phrase book. Several search options and tutorials have been tested and included into the TW platform: the corpus simple search tool, the corpus syntactic search tool, and the academic phrasebook. In the case of the latter, a new methodology led to the identification of lists of phrases distributed in research-cycle sections of the thesis. [For full proceedings, see ED564162.].
Contrasting Questions in English, French and Spanish Corpora
Author: Niall Curry
Category: Language Arts & Disciplines
Academic Writing and Reader Engagement offers a concise linguistic description of the use and functions of questions in English, French and Spanish and discusses their value to the teaching of academic writing. This book: Enables a better understanding of how writers engage readers in academic writing in English, French, and Spanish and where each language behaves similarly or differently; Explains how authors express opinions, organise discourse and create relationships with readers via questions in their academic writing and the various functions questions perform; Brings together research on corpus and contrastive linguistics, highlighting how these two fields can support one another; Offers a thorough investigation of reader engagement markers from a range of linguistic perspectives and considers how knowledge of these markers could be applied to the teaching and learning of academic writing in each language; Employs corpus data totalling approximately 1.2 million words from all three languages to illustrate the varying roles and representations of questions in each language. Providing an invaluable resource for scholars learning to communicate successfully within their academic community, as well as teachers of English, French and/or Spanish for academic purposes, this book is key reading for students and researchers of academic discourse, contrastive linguistics and corpus linguistics.
Contemporary research into written academic discourse has become increasingly polarised between two approaches: corpus linguistics and discourse analysis. This volume presents a selection of recent work by experts in academic written discourse, and illustrates how corpus linguistics and discourse analysis can work as complementary approaches. The overall introduction sets the volume against the backdrop of current work in English for Academic Purposes, and introductions to the each section draw out connections between the chapters and put them into context. The contributors are experts in the field and they cover both novice and expert examples of EAP. The book ends with an afterword that provides an agenda-setting closing perspective on the future of EAP research. It will appeal to reserachers and postgrduates in applied linguistics, corpus linguistics, discourse analysis and EAP.
This collection showcases the latest innovations in research on the application of corpora and corpus-based methods in ESP/EAP writing instruction and the many ways in which corpora can be successfully and practically integrated in ESP/EAP programmes. While previous work has discussed the successful use of corpora in teaching writing in the areas of ESP/EAP, this book is the first of its kind to bring the most up-to-date research on the topic together in one place. The volume’s unique structure mirrors the key stages of the writing instruction process, from preparation to exploitation to analysis. The book begins by showing how corpora can be used to prepare materials, moving into an exploration of how students in ESP/EAP programmes use corpora in practice, before bringing the discussion full circle to the ways in which corpus-based approaches might be implemented to analyse ESP/EAP student writing. This approach presents readers with insights into how corpora can be effectively integrated into ESP/EAP writing instruction at every step of the process and opens the way for future areas of study. This book will be of particular interest to students and researchers in applied corpus linguistics, English for Specific Purposes, and English for Academic Purposes, as well as active practitioners in ESP/EAP writing instruction.
A Corpus-Based Study with Implications for Pedagogy
Author: L. Aull
First-Year Writing describes significant language patterns in college writing today, how they are different from expert academic writing, and how to inform teaching and assessment with corpus-based linguistic and rhetorical genre analysis.
A Triangulated Learner-corpus and Experimental Study of Weight Effects
Author: Alexandra Kinne
Publisher: Presses universitaires de Louvain
Category: Foreign Language Study
This study seeks to contribute to a better understanding of how syntactic variation is affected by probabilistic factors in English as a foreign language (EFL, L2), exemplified by the effect of weight on the syntactic variation with English transitive verb-particle constructions (e.g. look up, sort out) and transitive verb-prepositional phrase (PP) constructions (e.g. take into account, bear in mind). With these constructions, the particle/PP may occur either adjacent to the verb or separated from the verb by a direct object noun phrase (DO NP). Being highly influenced by the weight of the DO NP in native (L1) English, little is known about the factors, including syntactic weight, that govern this variation in L2 English. Against the background of possible native-language transfer, this study examines whether advanced L1-German EFL learners are sensitive to the probabilistic effect of weight on syntactic choices with verb-particle/PP constructions and whether there are differences when compared to English native speakers. Triangulating comparative corpus data and experimental data, i.e. elicited production and elicited assessment, the study provides converging evidence from language production and intuition that the learners have acquired a near-native awareness of weight effects in verb-particle/PP constructions, with differences indicating a tendency to more conservative choices.
This book brings together contributions from a diverse collection of scholars who explore different ways of combining corpus linguistics and discourse analysis, studying discourse at the prosodic, lexical, and textual levels. Both spoken and written discourse are investigated in a variety of settings, including academia, the workplace, news, and entertainment. Not only does the volume offer a rich sample of English-language discourse from around the world, including international, learner, and non-standard varieties of English, but it also covers a range of topics and methods. This book will be of particular interest to researchers and students specializing in discourse studies, English linguistics, and corpus linguistics.
This collection sheds light on the ways in which corpus linguistics and the use of learner corpora might be applied to the study of academic discourse, revealing linguistic and rhetorical patterns and insights into variation across a range of disciplinary genres. Organized into three sections, the book highlights key tools and methodologies in corpus analysis to study such features as discourse markers, lexical bundles, linguistic complexity, lexico-grammatical conventions, and modality in case studies in studies of academic discourse, both in a second language and in English for specific purposes. The volume features examples from disciplinary genres not often covered in the existing literature, including MA theses, academic book reviews, and online student forums. Taken together with the study of learner corpora, the book demonstrates the impact of corpus linguistic tools in better understanding linguistic patterns of specific languages and language use and in turn, their role in helping to identify the needs of language learners. The book will be of interest to students and scholars in corpus linguistics, applied linguistics, and English for Specific Purposes.
Some implications for language learning and dictionary making
Author: Peter Andrew Howarth
Publisher: Walter de Gruyter
Category: Language Arts & Disciplines
This study examines the use of prefabricated language (conventional lexical collocations) in the production of native and non-native writers of English. It first develops a framework for the description of restricted collocations and then reviews experimental research into the psycholinguistic processing of prefabricated language. Computer-based corpora of native and advanced non-native academic writing are analysed to discover to what extent and how such collocations are used in formal written English. Pedagogical implications are then considered, and the final part of the study examines the selection and presentation of restricted collocations in general and phraseological dictionaries for learners. The conclusion suggests that advanced learners need specialist collocational dictionaries, and the results of this research help to establish principles for the design of such dictionaries.
Academic vocabulary is in fashion, as witnessed by the increasing number of books published on the topic. In the first part of this book, Magali Paquot scrutinizes the concept of 'academic vocabulary' and proposes a corpus-driven procedure based on the criteria of keyness, range and evenness of distribution to select academic words that could be part of a common-core academic vocabulary syllabus. In the second part, the author offers a thorough analysis of academic vocabulary in the International Corpus of Learner English (ICLE) and describes the factors that account for learners' difficulties in academic writing. She then focuses on the role of corpora, and more particularly, learner corpora, in EAP material design. It is the first monograph in which Granger's (1996) Contrastive Interlanguage Analysis is used to compare 10 ICLE learner sub-corpora, in order to distinguish between linguistic features that are shared by learners from a wide range of mother tongue backgrounds and unique features that may be transfer-related.
Issues and Challenges Facing ESL/EFL Academic Writers in Higher Education Contexts
Author: Ramona Tang
Publisher: Bloomsbury Publishing
Category: Language Arts & Disciplines
It can be a challenge writing in a language that is not your native tongue. Constructing academic essays, dissertations and research articles in this second or foreign language is even more challenging, yet across the globe thousands of academics and students do so, some out of choice, some out of necessity. This book looks at a major issue within the field of English for Academic Purposes (EAP). It focuses on the issues confronting non-native-English-speaking academics, scholars and students, who face increasing pressure to write and publish in English, now widely acknowledged as the academic lingua franca. Questions of identity, access, pedagogy and empowerment naturally arise. This book looks at both student and professional academic writers, using qualitative text analysis, quantitative questionnaire data, corpus investigations and ethnographic approaches to searchingly examine issues central to the EAP field.
This contribution introduces the key concepts of academic writing, metalanguage and genre. Metalanguage is seen to include all writer-reader interaction, esp. stance and engagement markers. The concept of genres in academic writing is discussed as a core-periphery model with the research article in the centre and the conference presentation, research monograph, handbook article and the chain from BA through MA to PhD thesis as other core genres. All concepts are explained and illustrated by examples from the ChemCorpus, which can serve as a (partial) reference corpus to all the other national mini-corpora in the SE European academic writing project and beyond. A research-based approach means that writers do not learn rules, but discover patterns and conventions themselves, either by testing ideas from textbooks or by exploring their own small corpora, even to test whether their linguistic variables are appropriate for their text/genre or socio-biographical variables. They can also use comparisons with similar corpora to position themselves in the spectrum between individual identity and disciplinary convention. Through this approach graduates gain skills that should be useful for their own writings at university and even for their professional life afterwards.
Research writing and teaching is a great challenge for novice scholars, especially L2 writers. This book presents a compelling and much-needed automated writing evaluation (AWE) reinforcement to L2 research writing pedagogy.