1,720,996 research outputs found
Lexical sophistication in school language registers at the transition stage from primary to secondary school
No full textRhetorical variation in teachers’ lesson presentations across Key Stage 2 and Key Stage 3
No full textThe Linguistic Challenge of the Transition to Secondary School: A Corpus Study of Academic Language
No full textThis book provides a unique analysis and description of the linguistic challenges faced by school students as they move from primary to secondary school, a major transition, which some students struggle with emotionally and academically. The study:• draws on a bespoke corpus of 2.5 million words of written materials and transcribed classroom recordings, provided by the project's partner schools;• combines quantitative and qualitative approaches to the corpus data to explore linguistic variation across school levels, registers and subjects;• describes the procedures of corpus compilation and analysis of written and spoken academic language, showing how modern corpus tools can be applied to this far-reaching social and educational issue;• uncovers differences and similarities between the academic language that school children are exposed to at primary and secondary school, contrasting this against the backdrop of the non-academic language that they encounter outside school.This book is important reading for advanced students and researchers in corpus linguistics, applied linguistics and teacher education. It carries implications for policymakers and schools looking to support students at this critical point in their schooling.<br/
Using corpora to explore the language challenges of the transition from primary to secondary school
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Rhetorical moves in teachers' Powerpoint presentations: Variation across disciplines and school stages
Full text linkThis study examines the rhetorical characteristics of teachers' PowerPoint presentations, a commonly used yet underexplored genre in school language, across school stages (primary-secondary) and between disciplines. Although there have been empirical studies on the linguistic characteristics of other genres, such as textbooks, PowerPoint presentations have received very little attention despite their widespread use in educational settings. Using Swalesian genre analysis, the present study uncovered six moves and 37 steps in a corpus of 240 PowerPoint presentations, which were selected in a principled manner out of a corpus of school language, across an important phase of education, namely the transition from primary to secondary school. The findings revealed significant variations in the rhetorical structures of PowerPoint presentations across disciplines and school stages. One of the key findings was that secondary school presentations, which became more multifunctional, featured ‘introducing the context’ less while featuring other steps that sought students' contributions more than those of primary schools, highlighting the increase in comprehension demands for students. Our moves/steps framework for the PowerPoint presentations makes the rhetorical characteristics of PowerPoint presentations visible to teachers and trainers and has the potential to ease possible comprehension challenges of students across the school stages
Academic language challenges at the transition:Triangulating classroom data and pupils' perceptions
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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
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