Corpus-based research in applied linguistics : studies in honor of Doug Biber /

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If Douglas Biber and his collaborators in the Longman Grammar of Spoken and Written English (Biber et al. 1999) had not devoted a great deal of work to replicate the corpus-driven methodology used by Bent Altenberg (1993) in the identification and analysis of recurrent word combinations, chances are...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Cortes, Viviana (Editor ), Csomay, Eniko (Editor ), Biber, Douglas (honouree.)
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2015]
Colección:Studies in corpus linguistics ; 66.
Temas:
Applied linguistics > Research.
Corpora (Linguistics)
Linguistique appliquée > Recherche.
Corpus (Linguistique)
LANGUAGE ARTS & DISCIPLINES > Linguistics > Historical & Comparative.
Festschriften.
Acceso en línea:Texto completo
Tabla de Contenidos:
  • 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 offormulaic 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 inacademic prose
  • 8. Conclusion
  • References
  • Index.

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