1,720,998 research outputs found
Rhetorical variation in teachers’ lesson presentations across Key Stage 2 and Key Stage 3
No full textUsing corpora to explore the language challenges of the transition from primary to secondary school
No full textApplying corpus linguistics
No full textThis chapter sets the scene for the volume by exploring the application of corpus linguistics across established and emerging contexts, examining its evolving role and methodological innovations both within the academy and beyond it. It discusses how corpus linguistics has expanded from foundational work in language pedagogy to address interdisciplinary needs, including social justice initiatives and policy influence. The chapter highlights diverse perspectives on what it means to ‘apply’ corpus linguistics, noting that this notion is shaped by the various cultural, institutional, and disciplinary contexts in which it is taken up. The chapter emphasises the importance of engaging with stakeholders and adapting corpus methods to new domains, from education to media and law enforcement, aiming to achieve social impact through research. Additionally, it reflects on the relational, social, methodological, and institutional dimensions that characterise the practical application of corpus linguistics today. The authors call for critical reflection on these dimensions to inform future applications, ultimately positioning corpus linguistics as a versatile and impactful methodology and field for addressing complex linguistic, professional, and societal challenges
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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