Corpus-based research and pedagogy in EAP: From lexis to genre

2013 ◽  
Vol 48 (1) ◽  
pp. 99-116 ◽  
Author(s):  
Lynne Flowerdew
Keyword(s):  
Structure Analysis ◽  
English For Academic Purposes ◽  
Corpus Analysis ◽  
Academic English ◽  
Written Discourse ◽  
Lexical Bundles ◽  
Lexical Items ◽  
Lexical Approach

This plenary paper showcases current corpus-based research on written academic English, illustrating the tight links that exist between corpus research and pedagogic applications. I first explicate Sinclair's concept of the ‘lexical approach’, which underpins much corpus research and pedagogy. I then discuss studies which focus on individual lexical items, phraseology (including lexical bundles) and rhetorical functions. Finally, I examine studies that combine Swalesian move structure analysis with corpus analysis. Throughout the paper, I highlight the importance attached to lexis in both corpus research and pedagogic applications of corpus findings in the realm of written discourse in English for Academic Purposes (EAP), covering both general and more specific purposes.

scholarly journals Developing a writing assistant to help EAP writers with collocations in real time

ReCALL ◽  
2018 ◽  
Vol 31 (01) ◽  
pp. 23-39 ◽  
Author(s):  
Ana Frankenberg-Garcia ◽  
Robert Lew ◽  
Jonathan C. Roberts ◽  
Geraint Paul Rees ◽  
Nirwan Sharma
Keyword(s):  
Real Time ◽  
English For Academic Purposes ◽  
Academic English ◽  
Academic Vocabulary ◽  
Initial Development ◽  
Present Information ◽  
Wide Range ◽  
Novice Users

AbstractCorpora have given rise to a wide range of lexicographic resources aimed at helping novice users of academic English with their writing. This includes academic vocabulary lists, a variety of textbooks, and even a bespoke academic English dictionary. However, writers may not be familiar with these resources or may not be sufficiently aware of the lexical shortcomings of their emerging texts to trigger the need to use such help in the first place. Moreover, writers who have to stop writing to look up a word can be distracted from getting their ideas down on paper. The ColloCaid project (www.collocaid.uk) aims to address these problems by integrating information on collocation with text editors. In this paper, we share the research underpinning the initial development of ColloCaid by detailing the rationale of (1) the lexicographic database we are compiling to support the collocation needs of novice users of English for Academic Purposes (EAP) and (2) the preliminary visualisation decisions taken to present information on collocation to EAP users without disrupting their writing. We conclude the paper by outlining the next steps in the research.

The use of general and specialized corpora as reference sources for academic English writing: A case study

ReCALL ◽  
2014 ◽  
Vol 26 (2) ◽  
pp. 243-259 ◽  
Author(s):  
Ji-Yeon Chang
Keyword(s):  
Academic Writing ◽  
Engineering Students ◽  
English For Academic Purposes ◽  
Discourse Community ◽  
Academic Experience ◽  
Academic English ◽  
Training Corpus ◽  
English Writing ◽  
English Speaking

AbstractCorpora have been suggested as valuable sources for teaching English for academic purposes (EAP). Since previous studies have mainly focused on corpus use in classroom settings, more research is needed to reveal how students react to using corpora on their own and what should be provided to help them become autonomous corpus users, considering that their ultimate goal is to be independent scholars and writers. In the present study, conducted in an engineering lab at a Korean university over 22 weeks, data on students’ experiences and evaluations of consulting general and specialized corpora for academic writing were collected and analyzed. The findings show that, while both corpora served the participants well as reference sources, the specialized corpus was particularly valued for its direct help in academic writing because, as non-native English-speaking graduate engineering students, the participants wanted to follow the writing conventions of their discourse community. The participants also showed disparate attitudes toward the time taken for corpus consultation due to differences in factors such as academic experience, search purposes, and writing tasks. The article concludes with several suggestions for better corpus use with EAP students regarding the compilation of a corpus, corpus training, corpus competence, and academic writing.

scholarly journals Material Critique for Touchstone 3rd Edition: on corpus analysis and spoken grammar

2019 ◽  
Vol 1 (2) ◽  
pp. 34
Author(s):  
Entusiastik -
Keyword(s):  
Natural Language ◽  
English Language ◽  
Spoken Language ◽  
Corpus Analysis ◽  
English Language Teaching ◽  
Free Access ◽  
Lexical Bundles ◽  
Language Analysis ◽  
British National Corpus ◽  
National Corpus

This paper analysed the use of corpus and spoken language features in the English Language Teaching (ELT) coursebook “Touchstone”. The corpus analysis was carried out by using the British National Corpus (BNC) which was chosen for its easy and free access. In doing the spoken language analysis, I refer to McCarthy and Carter’s (2015, p.5) argument which take the grammar of conversation as ‘the benchmark for a grammar of speaking’ by considering features such as ellipsis, heads and teailsm lexical bundles, and vagueness. The analysis indicated that the language used in this coursebook signified a certain level of authentic and natural language, although areas of improvement were also found.

scholarly journals A Comparative Study of Saudi and International Journals of Applied Linguistics: The Move–Bundle Connection Approach

2020 ◽  
Vol 6 (2) ◽  
pp. 9-30
Author(s):  
Basim Alamri
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Applied Linguistics ◽  
English For Academic Purposes ◽  
Research Articles ◽  
Writing For Publication ◽  
Lexical Bundles ◽  
Raising Awareness ◽  
Novice Writers ◽  
Rhetorical Structures

The present study implemented a genre-based approach to analyze the rhetorical structure of English language research articles (RAs): specifically, the Introduction-Methods-Results-Discussion-Conclusion (I-M-R-D-C) sections. Next, lexical bundles (LBs) associated with patterns of moves were identified by applying a corpus-driven approach. The study analyzed two corpora of 30 RAs purposely selected from 16 peer-reviewed journals of applied linguistics published in Saudi Arabia and internationally during the years of 2011-2016. First, a genre-based approach was used to identify the move structures of RAs through analyzing different RA sections by different models. Next, lexical bundles associated with each identified move in each IMRDC section were analyzed using a corpus-driven approach, based on structural and functional taxonomies. The study findings showed that both corpora share similarities and differences related to rhetorical structures and lexical bundles. These findings have pedagogical implications for novice writers, graduate students, and English for Academic Purposes (EAP) instruction, including raising awareness of rhetorical structures and LBs in academic writing for publication, which could help produce more successful publishable research articles.

scholarly journals ENHANCING PROFESSIONAL COMPENENCE OF PHARMACEUTICAL STUDENTS IN THE ACADEMIC ENGLISH COURSE

2021 ◽  
Vol 8 (18) ◽  
pp. 84-89
Author(s):  
Oksana Kovalenko ◽  
Olga Afanasenko
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Professional Competence ◽  
Academic Language ◽  
English For Academic Purposes ◽  
Academic English ◽  
Academic Texts ◽  
Writing Course ◽  
Measurement Tools ◽  
Selection For

The paper presents the ideas on integration of English language academic writing into the training of Mater of Pharmacy students. The academic literature demonstrates a powerful didactic potential for the development of both language and professional competence of students majoring in pharmacy. This fact is evidenced by the empirical study that demonstrates the finding reflected in students’ graduation academic project performance. As a measurement tools we employed assessment rubrics of the graduate project, content analysis and questionnaire on teachers’ feedback. The participants of the study were students from the Pharmacy faculty and teachers of English for Academic Purposes in cooperation with teachers of pharmacy. Together they outlined the criteria for the texts selection. According to the results, students mastered not only academic writing skills, but also the skills of information processing and evaluation, critical thinking, presentation of information and academic integrity. The paper also presents methodological recommendations on academic texts selection for pharmaceutical students and forms of teachingacademic writing to students of non-linguistic specialties. The results of the study allow to draw the conclusion academic writing course will enhance professional competence and reduce students’ misinterpreting of academic language.

scholarly journals English for Specific Purposes: Designing an EAP Course for Computer Science Students

2018 ◽  
Vol 5 (1) ◽  
pp. 156
Author(s):  
Isra Irshad ◽  
Behzad Anwar
Keyword(s):  
Computer Science ◽  
English Language ◽  
Language Skills ◽  
English For Academic Purposes ◽  
Faculty Members ◽  
English For Specific Purposes ◽  
Academic English ◽  
Science Students ◽  
Academic Context ◽  
Language Needs

<p><em>The aim of this study was to design English for Academic Purposes (EAP) course for University students enrolled in the Computer Science Department. For this purpose, academic English language needs of the students were analyzed by using a 5 point Likert scale questionnaire. Additionally, interviews were also conducted with four faculty members of the department and the data were analyzed qualitatively. Thus, mixed methods were used for collection and analyses of data. The results of the analysis of questionnaire and interviews indicate that the four language skills, namely listening, speaking, reading and writing are frequently used in students’ academic context and among the four, speaking is the most frequently used skill. Students are deficient in writing and speaking skills as compared to listening and reading; therefore, speaking and writing should be given preference while designing the syllabus.</em></p>

scholarly journals Not a study of English! A corpus analysis of discourse features in spoken Burmese

2019 ◽  
Vol 21 ◽  
pp. 75-92
Author(s):  
San San Hnin Tun
Keyword(s):  
Discourse Analysis ◽  
Comparative Analysis ◽  
Discourse Markers ◽  
Corpus Analysis ◽  
Research Project ◽  
Spoken Discourse ◽  
One To One ◽  
Lexical Items ◽  
Discourse Functions

This paper is part of a larger research project on the ‘Comparative analysis of discourse markers in Burmese and in English’, and the product of my attempt to identify so-called particles in Burmese in terms of their discourse functions. Particles are bound morphemes, many of which do not have one-to-one equivalents in English. In traditional grammars, these lexical items are usually described in terms of their syntactic distribution: these studies present different kinds of sentential environments, but often fall short of a systematic generalization describing their semantic or pragmatic properties. A corpus-based study of spoken Burmese in different genres, within the framework of Discourse Analysis, suggests that particles often have prominent discourse functions, and many are in fact used primarily for their discourse functions in natural spoken discourse, in which propositional meaning remains the same with or without the particles.

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