Korean English: A corpus-driven study of a new English

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Students of grammaticalization have become increasingly aware of the potential of existing corpora and established corpus-linguistic methodology for their work. This book continues and develops the dialogue between the two fields. All the contributions are based on extensive use of various electronic corpora. Relating corpus practices to recent theoretical concerns of grammaticalization studies they deal with grammaticalization and historical sociolinguistics, lexicalization and grammaticalization, layering, frequency, grammaticalization and dialects, degrammaticalization and grammaticalization in a contrastive perspective.

The papers show that a synthesis of corpus methodology and grammaticalization studies leads to new and interesting insights about the mechanisms of language change and the communicative functions of language. Printed Pages: lii, pp.

Patterned Distribution of Phraseologies within Text: The Case of Research Articles

More information about this seller Contact this seller 4. Brings together a variety of approaches to English corpus linguistics and shows how corpus methodologies can contribute to the linking of diachronic and synchronic studies.

This title investigates historical changes in the English language as well as specific aspects of Middle and Modern English and, moreover, of English dialects. Printed Pages: vi, pp. More information about this seller Contact this seller 5.

It has been compiled for the description of philosophical texts written in English in the 18th and 19th centuries. More information about this seller Contact this seller 6. Topics covered by this title include: language, definitions and dictionaries; monolingual English dictionaries; defining the meanings of words; grammars, parsers, sublanguages and local grammars; and the definition of type taxonomy. More information about this seller Contact this seller 7.

Collocations are both pervasive in language and difficult for language learners, even at an advanced level. In this book, these difficulties are for the first time comprehensively investigated. On the basis of a learner corpus, idiosyncratic collocation use by learners is uncovered, the building material of learner collocations examined, and the factors that contribute to the difficulty of certain groups of collocations identified. An extensive discussion of the implications of the results for the foreign language classroom is also presented, and the contentious issue of the relation of corpus linguistic research and language teaching is thus extended to learner corpus analysis.

More information about this seller Contact this seller 8. Aims to increase the degree of codification of New Zealand English, in order to move New Zealand from the position it shares with Canada as a "semi-centre" of English to a "nearly full centre" like Australia. Printed Pages: xx, pp. More information about this seller Contact this seller 9. The pervasive phenomenon of metadiscourse commentary on the ongoing discourse is beginning to take its rightful place among the major topics of discourse studies.

This book makes simultaneous contributions to the theory of metadiscourse, corpus-based methods of studying such phenomena, and our knowledge of metadiscourse use in written English. After comprehensively reviewing previous research, it introduces a more rigorous and empirical approach to metadiscourse studies. A large-scale study of writing by L1 and L2 university students is presented, in which the L2 speakers overuse of metadiscourse strongly marks them as lacking in communicative competence.

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This work is of interest both to linguists and to educators concerned with writing in English. More information about this seller Contact this seller Provides insights into the way a corpus can be used, the type of findings that can be obtained, the applications of these findings as well as the theoretical changes that corpus work can bring into linguistics and language engineering.

Topics include concordancing as a tool in course design. The book has two overall aims. Firstly, it is intended to begin a discussion about phraseology and Lexical Priming and how these theoretical concepts relate and play out in the context of a New English.

  • Black Stars of Colonial and Revolutionary Times.
  • Academic Articles - Douglas Biber.
  • Pathology of the Ovary, Fallopian Tube and Peritoneum.
  • Share Article.
  • Open Linguistics;
  • Corpus Linguistics: What It Is and How It Can Be Applied to Teaching.

Secondly, it provides a model of how a language variety can be explored by detailed analysis of short strings. Printed Pages: xiv, pp. Postulated word-formation rules often exclude formations that can nevertheless be found in actual usage.

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This book presents an investigation of a heterogeneous word-formation pattern in English: the formation of nouns by suffixation with -ee. It explains the diversity in the formation and establishment of -ee words. University students must cope with a bewildering array of registers, not only to learn academic content, but also to understand course expectations and requirements. This book is a first step towards filling this gap. Based on analysis of the T2K-SWAL Corpus, the book describes university registers from several different perspectives, including: vocabulary patterns; the use of lexico-grammatical and syntactic features; the expression of stance; the use of extended collocations 'lexical bundles' ; and a Multi-Dimensional analysis of the overall patterns of register variation.

All linguistic patterns are interpreted in functional terms, resulting in an overall characterization of the typical kinds of language that students encounter in university registers: academic and non-academic; spoken and written. Age is by far the most underdeveloped of the sociolinguistic variables in terms of research literature. This book examines the discourse of adulthood and accounts for sociolinguistic variation, with regards to age and gender, through the exploration of a 90, word age and gender-differentiated spoken corpus of Irish English. Offers an empirical study to focus on adjectives complemented by that-clauses.

This book includes analysis of more than 50, cases taken from "The British National Corpus" that gives comprehensive insights into hitherto neglected relations of lexis and grammar. Printed Pages: pp. Topics covered in this volume include: the topic changer "now"; the interjections "oh" and "ah"; the interpersonal particle "just"; the adjuster "sort of"; and the expectation marker "actually".

Printed Pages: xix, pp. Suitable for corpus-linguistics, learner corpus research and foreign language teaching and learning, this title takes a fresh approach to fluency in English speech and differentiates between productive, perceptive, and nonverbal fluency. Printed Pages: xvii, pp. This book investigates the effects of corpus work on the process of foreign language learning in ESP settings.

A corpus-driven study of a new English

It suggests that observing learners at work with corpus data can stimulate discussion and re-thinking of the pedagogical implications of both the theoretical and empirical aspects of corpus linguistics. The ideas presented here are developed from the Data-Driven Learning approach introduced by Tim Johns in the early nineties.

The experience of watching students perform corpus analysis provides the basis for the two main observations in the book: a corpus work provides students with a useful source of information about ESP language features, b the process of "search-and-discovery" implied in the method of corpus analysis may facilitate language learning and promote autonomy in learning language use. John Sinclair pointed out that this is because speakers do not have access to the subliminal patterns which run through a language.


A corpus-based analysis can investigate almost any language patterns--lexical, structural, lexico-grammatical, discourse, phonological, morphological--often with very specific agendas such as discovering male versus female usage of tag questions, children's acquisition of irregular past participles, or counterfactual statement error patterns of Japanese students. With the proper analytical tools, an investigator can discover not only the patterns of language use, but the extent to which they are used, and the contextual factors that influence variability.

For example, one could examine the past perfect to see how often it is used in speaking versus writing or newspapers versus fiction. Applying Corpus Linguistics to Teaching According to Barlow , three realms in which corpus linguistics can be applied to teaching are syllabus design, materials development, and classroom activities. Frequency and register information could be quite helpful in course planning choices. By conducting an analysis of a corpus which is relevant to the purpose a particular class, the teacher can determine what language items are linked to the target register.

Materials Development The development of materials often relies on a developer's intuitive sense of what students need to learn. With the help of a corpus, a materials developer could create exercises based on real examples which provide students with an opportunity to discover features of language use.

South Korea, English lesson in an exercise park.

In this scenario, the materials developer could conduct the analysis or simply use a published corpus study as a reference guide. Classroom Activities These can consist of hands on student-conducted language analyses in which the students use a concordancing program and a deliberately chosen corpus to make their own discoveries about language use. The teacher can guide a predetermined investigation which will lead to predictable results or can have the students do it on their own, leading to less predictable findings.

This exemplifies data driven learning, which encourages learner autonomy by training students to draw their own conclusions about language use. The benefit of such student-centered discovery learning is that the students are given access to the facts of authentic language use, which comes from real contexts rather than being constructed for pedagogical purposes, and are challenged to construct generalizations and note patterns of language behavior. Even if this kind of study does not have immediately quantifiable results, studying concordances can make students more aware of language use.

The first is that of corpus selection. For some teaching purposes, any large corpus will serve. Some corpora are available on-line for free see appendix 2 or on disk. But the teacher needs to make sure that the corpus is useful for the particular teaching context and is representative of the target register. Another option is to construct a corpus, especially when the target register is highly specific. This can be done by using a textbook, course reader, or a bunch of articles which the students have to read or are representative of what they have to read.

A corpus does not need to be large in order to be effective. The primary consideration is that of relevance to the students--it ought to be selected with the learning objectives of the class in mind, matching the purpose for learning with the corpus.

Related to the issue of corpus selection is that of corpus bias, which can cause frustration for the teacher and student. This is because the data can be misleading; if one uses a very large general corpus, it may obscure the register variation which reveals important contextual information about language use. The pitfall is that a corpus may tell us more about itself than about language use. Another obstacle to confront is the comprehensibility issue: if you use concordancing in a class, it can be quite difficult for the students or even the teacher to understand the data that it provides.

Lastly, the issue of learning style differences--for some students, discovery learning is simply not the optimal approach. All of these points reinforce the caveat that careful consideration is required before a new technology is introduced in the classroom, especially one which has not been thoroughly explored and streamlined. Exploiting a Corpus for a Classroom Activity Although corpora may sound reasonable in theory, applying it to the classroom is challenging because the information it provides appears to be so chaotic. For this reason, it is the teacher's responsibility to harness a corpus by filtering the data for the students.

Susan Conrad suggests that materials writers take register specific corpus studies into account. Biber, Conrad and Reppen emphasize the need for materials writers to acknowledge the frequency which corpus studies reveal of words and structures in their materials design. See Appendix 1 for an example. Negatives: No, there aren't any Turkish students in my class.

My own concordance analysis bore his claim out, so I constructed the following exercise to represent the percentage distribution of the three structural uses of any, using ten representative examples.

Korean English: A corpus-driven study of a new English Korean English: A corpus-driven study of a new English
Korean English: A corpus-driven study of a new English Korean English: A corpus-driven study of a new English
Korean English: A corpus-driven study of a new English Korean English: A corpus-driven study of a new English
Korean English: A corpus-driven study of a new English Korean English: A corpus-driven study of a new English
Korean English: A corpus-driven study of a new English Korean English: A corpus-driven study of a new English
Korean English: A corpus-driven study of a new English Korean English: A corpus-driven study of a new English
Korean English: A corpus-driven study of a new English Korean English: A corpus-driven study of a new English

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