Description
Corpus Linguistics for English for Academic Purposes
Routledge Corpus Linguistics Guides Series
Authors: Viana Vander, O'Boyle Aisling
Language: EnglishSubjects for Corpus Linguistics for English for Academic Purposes:
Keywords
EAP; Corpus-based approaches to EAP; Esp; EAP and teaching; English As A Lingua Franca; ESP research; Research Articles; ESP teaching; Lexical Bundles; Corpus materials and EAP; Elf; Corpora for EAP; Modal Verb; Corpus Analyses; Lingua Franca; EMI; Academic Prose; Coca; Knowledge 8E; Corpus Compilation; EAP Student; British Academic Written English Corpus; Concordance Lines; EAP Practitioner; Transcript Id; Genre Families; BNC; Formulaic Sequences; Discussion Forums; Keyword Analysis; EAP Research
Publication date: 12-2021
· 15.6x23.4 cm · Paperback
Approximative price 160.25 €
In Print (Delivery period: 14 days).
Add to cart the book of Viana Vander, O'Boyle AislingPublication date: 12-2021
· 15.6x23.4 cm · Hardback
Description
/li>Contents
/li>Readership
/li>Biography
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This book shows how corpus analyses can enhance students?, practitioners? and researchers? knowledge of academic language. The book provides a reader-friendly discussion of the key concepts, practices and research applications of corpus linguistics which are relevant to the EAP community.
The volume:
? empowers readers to compile and analyze EAP-relevant corpora to support their practice;
? draws on open-access resources, allowing readers in all contexts to engage in corpus analyses;
? examines how corpus studies have advanced the description of spoken, written and computer-mediated academic discourses;
? contains numerous reflective and hands-on tasks.
Corpus Linguistics for English for Academic Purposes is an essential book for EAP students, practitioners and researchers who wish to develop corpus analytical skills to support their learning, teaching and research practice. It is equally important to novice corpus linguists who wish to find out how they can contribute to the ever-expanding area of EAP.
- Chapter 1: Introduction
- Chapter 2: EAP in its contexts
- Chapter 3: CL for the EAP community
- Chapter 4: EAP and CL (non-)interfaces
- Chapter 5: Specialized corpus compilation for EAP
- Chapter 6: Corpus analysis for EAP
- Chapter 7: Corpus research on spoken academic discourse
- Chapter 8: Corpus research on written academic discourse
- Chapter 9: Corpus research on computer-mediated academic discourse
- Chapter 10: Conclusion
1.1) What is EAP?
1.2) Why have we written this book?
1.3) How is this book structured?
2.1) How do English and changing academic landscapes shape each other?
2.2) What is academic discourse?
2.3) How do academic disciplines relate to English language use?
3.1) What is a corpus?
3.2) What is the difference between general and specialized corpora?
3.3) How else can corpora be categorized?
3.4) What specialized academic English corpora are freely available?
3.5) What are the principles of corpus analysis?
4.1) What can a corpus perspective bring to EAP?
4.2) What EAP questions cannot be answered by corpus analyses?
4.3) What EAP questions can be answered by corpus analyses?
5.1) Why would you compile a corpus?
5.2) How specialized can your corpus be?
5.3) What criteria can inform your corpus compilation plan?
5.4) What should you consider in relation to sampling, balance and size?
5.5) What ethical matters are involved in corpus compilation?
5.6) What relevant decisions should you make before collecting data?
5.7) What practical aspects can impact your data collection plan?
5.8) What tasks do you need to undertake when building your corpus?
5.8.1) What is particular about corpora of spoken academic discourse?
5.8.2) What is particular about corpora of written academic discourse?
5.8.3) What is particular about corpora of CMAD?
5.9) What else should you consider before project completion?
6.1) What do you need to do before the analysis?
6.2) What information do wordlists provide?
6.3) What information do lists of word sequences provide?
6.4) What information do concordance lines provide?
6.5) What information do keywords provide?
6.6) What information do collocations provide?
7.1) What is spoken academic discourse (or how is it different from written academic discourse)?
7.2) Whose turn is it anyway?
7.3) I’m listening – can’t you tell?
7.4) Can I ask?
7.5) Does formulaic language contribute to spoken academic fluency? ‘Oh, I don’t know’
7.6) Can you present your thesis in three minutes?
8.1) What do outward and inward examinations of written academic discourse reveal?
8.2) To cite or not to cite? The actual question is how…
8.3) Is it the case or does it seem so?
8.4) What lexical maps can CL offer EAP?
8.5) In which discipline would these bundles be found?
9.1) CMD vs. CMAD: what difference does ‘A’ letter make?
9.2) Blogging for academic purposes –What is the point?
9.3) How do I e-m@il u?
9.4) How do I participate in discussions forums? □□ ☹
Vander Viana is Associate Professor in Education, directs the Master’s in Teaching English to Speakers of Other Languages (TESOL) and is the founder/leader of the Language in Education Research Group at the University of East Anglia. His areas of research expertise include corpus linguistics, English for academic purposes, TESOL and language teacher education.
Aisling O’Boyle is Lecturer and Director of the Centre for Language Education Research at Queen’s University Belfast. Her areas of research expertise include the application of corpus linguistics to language learning and education, and she has research interests in the socially embedded nature of English language education.