1,720,960 research outputs found
Multi-word Sequences in Learner Corpora: A Corpus Analysis of Lexical Bundles / Ang Leng Hong and He Mengyu
Full text linkThere have been longstanding attempts to establish frequency profiles of words which are
specific to academic register in order to facilitate learners in composing fluent academic
writing. A more noteworthy effort was by Coxhead who proposed the Academic Word List
(Coxhead, 2000). Recent developments in the field have increasingly regarded multi-word
sequences such as lexical phrases, lexical bundles, formulas and clusters as crucially important
and functionally significant in the academic contexts (Simpson-Vlach & Ellis, 2010). The present
study adopts a corpus-based approach to identify a type of multi-word sequence, i.e., lexical
bundles in student academic writing. Lexical bundles retrieved from a corpus of Asian college
student essays and a corpus of British university-level student writing are identified, analysed
and compared using corpus-linguistic techniques. The results of the analysis show that certain
lexical bundles share the same keywords. This keyword sharing characteristic suggests that
lexical bundles are internally analysable although they are initially retrieved as continuous
strings of words. Besides, there is no significant difference in the functional use of lexical
bundles between the Asian learners and British native students. However, both Asian learners
and British university students are found to prefer different types of lexical bundles. Simpson-
Vlach and Ellis’s (2010) functional classification taxonomy (e.g., referential expressions, stance
expressions, discourse organising functions) is used to categorise and analyse the items
functionally. Finally this paper discusses the pedagogical implications drawn from the analysis
Lexical bundles in selected children’s fiction: A corpus-based analysis / Antermeet Kaur A/P Senthok Singh and Ang Leng Hong
Full text linkThis study aims to identify four-word lexical bundles in the selected children’s fiction.
Previous studies on lexical bundles have investigated the existence of lexical bundles
in a wide range of genres. However, little has been done on children’s fiction with
regard to the use of lexical bundles in this genre. Using Biber, Conrad and Cortes’s
(2004) framework, this study therefore analyses the structural and functional
properties of lexical bundles in a corpus of children’s fiction. A 1.7 million-word
corpus was built comprising 30 well-read children’s books. The data was generated
and analysed using a corpus analysis tool, WordSmith Tools Version 6.0. The results
revealed the presence of lexical bundles in the selected children’s fiction. The
structural analysis results show that prepositional and verb phrases dominate the
children’s fiction. With regard to the functional classification of lexical bundles,
referential lexical bundles occur the most, followed by action-related expressions and
stance bundles. The results are indicative of the presence of lexical bundles in
children’s fiction which has not received much research attention in phraseology
studies. This study has several pedagogical implications which stress on the
importance of employing lexical bundles in fiction, textbooks and classroom activities
in order to benefit children in their language learning and acquisition. Lists of
frequent lexical bundles can be incorporated into English language lessons as a way
to expose learners to the phraseological patterns of language
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
A Corpus-driven Analysis of Lexical Frames in Academic Writing
Full text linkIn recent years, there is a growing interest in understanding how multi-word sequences, particularly the continuous ones, are structured and used in academic discourse. For instance, in analysing academic prose, Biber et al. (1999) revealed that most continuous multi-word sequences, i.e. lexical bundles are not complete structural units in their corpus of academic writing. These lexical bundles often end in a function word, such as an article or a preposition (e.g. as a result of, the context of the). The few structurally complete bundles are usually phrases that function as discourse markers (e.g. in the first place, for the first time). A notable finding by Biber et al. (1999) is closely related to the potentially useful but much neglected discontinuous multi-word sequences. They found that most lexical bundles in academic prose consist of prepositional or nominal elements that co-occur in highly productive frames, such as the + * + of the + *. The two empty slots represented by the asterisk key * can be filled by many words to make different lexical bundles (e.g., the number of the patterns, the nature of the business)
Lexical Bundles in Academic Writing: The Issue of Specificity
Full text linkThe contextual knowledge of a word is closely related to the knowledge of phraseological sequences as words are often used in the phraseological forms. Owing to the importance of phraseological knowledge, much has been done to examine the phraseological sequences for various purposes, including for English for Academic Purposes (EAP). In EAP settings, scholars have argued for the two different approaches to EAP, i.e. discipline-specific and common-core. As such, it is necessary to examine the issue of specificity in EAP with regard to the use of phraseological sequences such as lexical bundles. This study therefore aims to identify lexical bundles in journal articles in the field of International Business Management (IBM). Following corpus-driven approach the corpus analysis software, Collocate 1.0 was used to extract three- to five-word combinations. These combinations were manually checked to exclude meaningless combinations. To determine to degree of specificity of the lexical bundles, the final lists of lexical bundles were compiled and compared with lexical bundles in Academic Formulas Lists (AFL) using log-likelihood test. The comparison reveals that lexical bundles in the IBM corpus are relatively specific as compared with the lexical bundles in AFL which are derived using common-core approach. A discipline-specific approach to the teaching and learning of lexical bundles in EAP settings is therefore advocated to enhance EAP syllabuses and instruction
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