Academic vocabulary in learner writing from extraction to analysis 1st Edition by Magali Paquot , Michaela Mahlberg, Gavin Brookes ISBN 1441130365 978-1441130365
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ISBN 10: 1441130365
ISBN 13: 978-1441130365
Author: Magali Paquot , Michaela Mahlberg, Gavin Brookes
Academic vocabulary is in fashion, as witnessed by the increasing number of books published on the topic. In the first part of this book, Magali Paquot scrutinizes the concept of ‘academic vocabulary’ and proposes a corpus-driven procedure based on the criteria of keyness, range and evenness of distribution to select academic words that could be part of a common-core academic vocabulary syllabus.
In the second part, the author offers a thorough analysis of academic vocabulary in the International Corpus of Learner English (ICLE) and describes the factors that account for learners’ difficulties in academic writing. She then focuses on the role of corpora, and more particularly, learner corpora, in EAP material design. It is the first monograph in which Granger’s (1996) Contrastive Interlanguage Analysis is used to compare 10 ICLE learner sub-corpora, in order to distinguish between linguistic features that are shared by learners from a wide range of mother tongue backgrounds and unique features that may be transfer-related.
Table of contents:
Part I: Academic vocabulary
Chapter 1 What is academic vocabulary?
1.1. Academic vocabulary vs. core vocabulary and technical terms
1.1.1. Core vocabulary
1.1.2. Academic vocabulary
1.1.3. Technical terms
1.1.4. Fuzzy vocabulary categories
1.2. Academic vocabulary and sub-technical vocabulary
1.3. Vocabulary and the organization of academic texts
1.4. Is there an ‘academic vocabulary’?
1.5. Summary and conclusion
Chapter 2 A data-driven approach to the selection of academic vocabulary
2.1. Corpora of academic writing
2.2. Corpus annotation
2.2.1. Issues in annotating corpora
2.2.2. The software
2.3. Automatic extraction of potential academic words
2.3.1. Keyness
2.3.2. Range
2.3.3. Evenness of distribution
2.3.4. Broadening the scope of well-represented semantic categories
2.4. The Academic Keyword List
2.5. Summary and conclusion
Part II: Learners’ use of academic vocabulary
Chapter 3 Investigating learner language
3.1. The International Corpus of Learner English
3.2. Contrastive Interlanguage Analysis
3.3. A comparison of learner vs. expert writing
3.4. Summary and conclusion
Chapter 4 Rhetorical functions in expert academic writing
4.1. The Academic Keyword List and rhetorical functions
4.2. The function of exemplication
4.2.1. Using prepositions, adverbs and adverbial phrases to exemplify
4.2.2. Using nouns and verbs to exemplify
4.2.3. Discussion
4.3. The phraseology of rhetorical functions in expert academic writing
4.4. Summary and conclusion
Chapter 5 Academic vocabulary in the International Corpus of Learner English
5.1. A bird’s-eye view of exemplification in learner writing
5.2. Academic vocabulary and general interlanguage features
5.2.1. Limited lexical repertoire
5.2.2. Lack of register awareness
5.2.3. The phraseology of academic vocabulary in learner writing
5.2.4. Semantic misuse
5.2.5. Chains of connective devices
5.2.6. Sentence position
5.3. Transfer-related effects on French learners’ use of academic vocabulary
5.4. Summary and conclusion
Part III: Pedagogical implications and conclusions
Chapter 6 Pedagogical implications
6.1. Teaching-induced factors
6.2. The role of the first language in EFL learning and teaching
6.3. The role of learner corpora in EAP materials design
Chapter 7 General Conclusion
7.1. Academic vocabulary: a chimera?
7.2. Learner corpora, interlanguage and second language acquisition
7.3. Avenues for future research
Appendix 1: Expressing cause and effect
Appendix 2: Comparing and contrasting
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Tags: Magali Paquot, Michaela Mahlberg, Gavin Brookes, Academic vocabulary, analysis 1st