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Studies in corpus linguistics ;.
Corpus-based research in applied linguistics: studies in honor of Doug Biber. — 66. / Edited by Viviana Cortes, Georgia State University ; Eniko Csomay, San Diego State University. — 1 online resource. — (Studies in Corpus Linguistics). — <URL:http://elib.fa.ru/ebsco/941415.pdf>.

Дата создания записи: 21.01.2015

Тематика: Applied linguistics — Research.; Corpora (Linguistics); LANGUAGE ARTS & DISCIPLINES / Linguistics / Historical & Comparative; Applied linguistics — Research.; Corpora (Linguistics)

Коллекции: EBSCO

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Оглавление

  • Table of content
  • List of contributors
  • Forword
    • References
  • Douglas Biber and the Flagstaff School of Corpus Research
    • References
  • A corpus-based analysis of linguistic variation in teacher and student presentations in university settings
    • 1. Background
      • 1.1 Previous corpus-based studies on student language in the academia
      • 1.2 Situational characteristics of the academic presentations
      • 1.3 Comprehensive descriptions of linguistic variation in texts
      • 1.4 Outline of the present study
    • 2. Methodology
      • 2.1 Corpus
      • 2.2 Definitions and unit of analysis
      • 2.3 Linguistic features on four dimensions of academic language use
      • 2.4 Analytical procedures
        • 2.4.1 Counts and statistical procedures
    • 3. Findings
      • 3.1 General patterns
        • 3.1.1 Oral vs. Literate Discourse
        • 3.1.2 Procedural vs. Content-focused Discourse
        • 3.1.3 Reconstructed account of events
        • 3.1.4 Teacher-centered Stance
      • 3.2 Summary
    • 4. Conclusion and implications
    • References
    • Appendix A
    • Appendix B
  • Telephone interactions
    • 1. Introduction
      • 1.1 The focus of this chapter
      • 1.2 Multi-feature, multidimensional analytical framework
      • 1.3 Friginal’s (2008) dimensions of call center interactions
    • 2. Method
      • 2.1 Corpora
      • 2.2 Call center corpus
      • 2.3 Call Home corpus
      • 2.4 Switchboard corpus
      • 2.5 American English (AmE) Conversation corpus
      • 2.6 Computing dimension scores
    • 3. Results
      • 3.1 Dimension 1: Addressee-focused, polite, and elaborated information vs. Involved and simplified narrative
      • 3.2 Dimension 2: Planned, procedural talk
      • 3.3 Dimension 3: Managed information flow
    • 4. Summary and discussion
    • 5. Conclusion
    • References
  • On the complexity of academic writing
    • 1. Introduction
      • 1.1 Discourse complexity in written academic language
      • 1.2 Purpose and overview of the current study
    • 2. Notions of complexity: A framework of clausal elaboration versus phrasal compression
    • 3. Disciplinary variation in academic writing
    • 4. Methods
      • 4.1 The corpus
      • 4.2 Analytical tools and procedures
    • 5. Elaboration and compression across disciplines
      • 5.1 Clausal elaboration
      • 5.2 Phrasal compression: Complex noun phrases
      • 5.3 Clausal modifiers within the noun phrase
    • 6. Summary: Overall patterns of elaboration and compression
    • 7. Conclusion and future directions
    • References
  • Telling by omission
    • 1. Introduction
    • 2. Corpus, methodology, and data analysis
    • 3. Results and discussion
      • 3.1 Modal usage
      • 3.2 Lexical markers of positive evaluation
      • 3.3 Common frames in mitigating the negative
        • 3.3.1 Frame I
        • 3.3.2 Frame II
        • 3.3.3 Frame III
        • 3.3.4 Frame IV
        • 3.3.5 Frame V
    • 4. Conclusion
    • References
  • Corpora, context, and language teachers
    • 1. Introduction
    • 2. Background
      • 2.1 Corpus data and context
      • 2.2 Learner corpora and context
      • 2.3 Corpora, teachers, and pedagogical applications
    • 3. The ULCAE project: A case study
      • 3.1 The local context
    • 4. Rationale for the ULCAE project
    • 5. Designing and building the corpus
    • 6. Teacher involvement
      • 6.1 Information and planning sessions for and with teachers
        • 6.1.1 Information sessions
        • 6.1.2 Planning sessions
        • 6.1.3 Research-oriented sessions
      • 6.2 Hands-on corpus-oriented workshops
        • 6.2.1 Text processing
        • 6.2.2 Concordance software
        • 6.2.3 Formulating research questions
      • 6.3 Project progress reports
    • 7. Benefits of promoting teacher involvement
      • 7.1 Teachers’ roles and levels of involvement
      • 7.2 Defining areas to explore
      • 7.3 Interpreting corpus-based information
      • 7.4 Evaluating the curriculum
    • 8. Final remarks
    • References
  • The challenge of constructing a corpus-based analysis of introductory psychology textbooks
    • 1. Introduction
    • 2. Review of the literature
      • 2.1 Corpus representativeness
        • 2.1.1 Domain topic coverage
        • 2.1.2 Domain text type/register coverage
        • 2.1.3 Quality/relevance of texts sampled
        • 2.1.4 Corpus size
        • 2.1.5 Additional considerations
      • 2.2 What evidence for representativeness is missing?
      • 2.3 The current study
    • 3. Methodology
      • 3.1 The undergraduate introductory psychology textbook (PSYTB) corpus
      • 3.2 Procedures
        • 3.2.1 Vocabulary analysis program
        • 3.2.2 The analyses
    • 4. Results
    • 5. Discussion of findings
      • 5.1 Size may not be the whole story
      • 5.2 Word list users must understand what word lists are and what they are not
    • 6. Conclusion
    • References
  • Corpus linguistics and New Englishes
    • 1. Introduction
      • 1.1 Corpus linguistics and the study of New Englishes
      • 1.2 English in India
      • 1.3 Aims of the present study
    • 2. Methodology
      • 2.1 Corpus design: The corpus of contemporary Indian English
      • 2.2 Combining CCIE with ICE-India
      • 2.3 Features analyzed in current study
        • 2.3.1 Absence of subject-auxiliary inversion in WH-question formation
        • 2.3.2 Circumstance adverbials also and only
    • 3. Results
      • 3.1 Results on position of circumstance adverbials in initial, medial, final positions
        • 3.1.1 Also
        • 3.1.2 Only
      • 3.2 Circumstance adverbials and focus
        • 3.2.1 “Also” and focus
        • 3.2.2 “Only” and Focus
      • 3.3 WH-questions without subject-auxiliary inversion
    • 4. Discussion
    • 5. Conclusion and implications for future research
    • References
  • Investigating textual borrowing in academic discourse
    • 1. Introduction
    • 2. Student textual borrowing
    • 3. A corpus-based approach to textual borrowing research
    • 4. Developing a corpus-based methodology
    • 5. Key findings
      • 5.1 Assumption 1: L2 writers copy from source text more frequently than L1 writers
      • 5.2 Assumption 2: Students copy from source texts because they do not understand what they are reading
      • 5.3 Assumption 3: Students should be taught how to paraphrase so that they can avoid plagiarism
    • 6. Directions for future research
      • 6.1 Methodologies for the study of textual borrowing
      • 6.2 Pedagogic concerns
    • References
  • Situating lexical bundles in the formulaic language spectrum
    • 1. Introduction
    • 2. Corpus-based and corpus-driven research methods and the study of formulaic language
    • 3. From 2-word collocations to longer recurrent expressions
      • 3.1 A brief account of collocations
      • 3.2 Extending collocations: Recurrent word combinations
    • 4. What lexical bundles are
    • 5. What lexical bundles are not
    • 6. Lexical bundles: Internal structure
    • 7. From structure to function to communicative purposes
      • 7.1 Functional taxonomy development
      • 7.2 Other taxonomies
      • 7.3 From functions to communicative purposes and rhetorical moves in academic prose
    • 8. Conclusion
    • References
  • Index

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