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Studies in corpus linguistics ;.
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Локальная сеть Финуниверситета | Все | |||||
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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
- 3.1 General patterns
- 4. Conclusion and implications
- References
- Appendix A
- Appendix B
- 1. Background
- 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
- 1. Introduction
- 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
- 1. Introduction
- 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
- 6.1 Information and planning sessions for and with teachers
- 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
- 2.1 Corpus representativeness
- 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
- 3.1 Results on position of circumstance adverbials in initial, medial,
final positions
- 4. Discussion
- 5. Conclusion and implications for future research
- References
- 1. Introduction
- 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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