Language for Specific Purposes and Corpus-based Pedagogy

This chapter describes how corpus-based pedagogies are used for teaching and learning language for specific purposes (LSP). Corpus linguistics (CL) refers to the study of large quantities of authentic language using computer-assisted methods, which form the basis for computer-assisted language learning (CALL) that uses corpora for reference, exploration, and interactive learning. The use of corpora as reference resources to create LSP materials is described. Direct student uses of corpora are illustrated by three approaches to data-driven learning (DDL) where students engage in hands-on explorations of texts. A combination of indirect and direct corpus applications is shown in an illustration of interactive CALL technologies, including an example of an inclusive corpus-based tool for genre-based writing pedagogy. The chapter concludes with potential prospects for future developments in LSP

Language and Linguistics in a Complex World Data, Interdisciplinarity, Transfer, and the Next Generation. ICAME41 Extended Book of Abstracts

This is a collection of papers, work-in-progress reports, and other contributions that were part of the ICAME41 digital conference

Language and Linguistics in a Complex World Data, Interdisciplinarity, Transfer, and the Next Generation. ICAME41 Extended Book of Abstracts

This is a collection of papers, work-in-progress reports, and other contributions that were part of the ICAME41 digital conference

Research on Phraseology Across Continents

The second volume of the IDP series contains papers by phraseologists from five continents: Europe, Australia, North America, South America and Asia, which were written within the framework of the project Intercontinental Dialogue on Phraseology, prepared and coordinated by Joanna Szerszunowicz, conducted by the University of Bialystok in cooperation with Kwansei Gakuin University in Japan. The book consists of the following parts: Dialogue on Phraseology, General and Corpus Linguistics & Phraseology, Lexicography & Phraseology, Contrastive Linguistics, Translation & Phraseology, Literature, Cultural Studies, Education & Phraseology. Dialogue contains two papers written by widely recognised phraseologists: professor Anita Naciscione from Latvia and professor Irine Goshkheteliani.The volume has been financed by the Philological Department of the University of Bialysto

"A little more than kin" - Quotations as a linguistic phenomenon : a study based on quotations from Shakespeare's Hamlet

Quotations "oscillate between the occasional and the conventional" as Burger/Buhofer/Sialm (1982) once succinctly formulated. Developed from a PhD thesis, this book explores precisely this "oscillating" character of quotations: It discusses the nature of quotations and the relationship between common quotations and phraseology from a theoretical and an empirical perspective. Shakespeare's Hamlet was chosen as a canonical text whose frequently quoted traces can be followed across centuries. Scholarly work from various disciplines leads to an understanding of quotations as moving in a space created by the two dimensions of reference and repetition: Quotations are definable by a horizontal communicative axis (reference) and a vertical, intertextual axis of manifest lineages of use (repetition). Empirically, the data led to a categorisation of quotations as verbal, thematic and onomastic, based on the question "what has been repeated: words, themes or names?" Case studies further corroborate the proposition that verbal quotations may become (almost) ordinary multi-word units if the following conditions are met: a) they lose their referential dimension, b) they develop formal and/or semantic usage patterns and/or c) they are no longer limited to their original, literary discourse

Register analysis and ESP pedagogy: Noun-phrase modification in a corpus of English for military navy submariners

© 2018 Elsevier Ltd Research in Maritime English (ME) has paid no attention to the range of texts and language to which Navy submariners are exposed during their training and professional careers. This research looked at Noun Phrase (NP)modification patterns in a longitudinal corpus of Submarine English (SE) professional texts in the Cartagena Military Submarine Corpus (CMSC). Using a combination of quantitative and qualitative analyses, we found that SE is characterised by heavy nominal premodification, low adjective premodification, low prepositional phrase postmodification and by the predominant use of appositive nouns in postmodifying slots. These distinctive features of SE call for a register-sensitive pedagogy that unpack these characteristics and present them in context. We argue that the contribution of corpus linguistics is essential to explore registers which, for different reasons, have not been addressed or described linguistically in the past. Similarly, we maintain that the examination and teaching of NPs is essential to understand current trends in professional writing and communication

Evaluative meanings and disciplinary values: a corpus-based study of adjective patterns in research articles in applied linguistics and business studies

The purpose of this study is to investigate disciplinary variation in academic writing, focusing in particular on the use of adjective patterns followed by prepositions. The analysis proceeds through a detailed quantitative and qualitative analysis of these patterns in two large corpora of authentic texts. The analysis focuses not only on the specific adjectives found in the patterns themselves, but also on collocations within and around each pattern. The empirical focus of the study will be on two ‘soft-applied’ disciplines (Becher and Trowler 2001), applied linguistics and business studies, as represented by two corpora of research articles drawn from 16 leading journals in each field. Comparison of the results for each corpus shows that there are many differences in form and meaning between the two disciplines: it is argued that the features revealed by my analysis are indicative of the epistemological characteristics of these two different disciplinary discourses. These differences reveal the particular culture and norm of applied linguistics and business studies

Continuity in language: styles and registers in literary and non-literary discourse

Praca recenzowana / peer-reviewed paperIntroduction: "Linguistic diversity captured with the terms style and register is of interest to literary theory and to linguistic theory, as both are concerned with how individuals and the multiple social groups and networks that they can simultaneously be members of articulate themselves and how they distinguish themselves from others, the reasons that speakers/writers may have for their choice of linguistic forms, the ways in which these linguistic forms can be creatively exploited in particular contexts as well as with the effects that the choices and departures from norms or conventions of use may have on the hearers/readers. Among the issues of common interest to literary and linguistic theory are the formal, cultural, historical, axiological, moral, ideological, social, psychological, hermeneutic, and other aspects of the structure, production and perception of language. These aspects are traditionally studied in relation to general concepts of convention and creativity, literalness and fictionality, objectivity and subjectivity, politeness and power, consensus and conflict, class and stigma, affect, personal identity and allegiance, and many others."(...

A writerly trajectory: reflections on published classroom resources for learners of English and students of academic writing

The works submitted for this PhD by Public Works include three books, six book chapters and eight articles from peer-reviewed academic journals. Arising from my practice as a teacher and university lecturer in teaching English as a second/foreign language and academic literacies, the key theme is the production of classroom resources or approaches for promoting language development through the use of literary texts and metaphor, or for enhancing academic literacy in Higher Education. The works place students of English or academic writing, with diverse linguistic needs and cultural backgrounds, at the centre of the learning process. They embody research practices which apply theoretical insights from linguistics, education and literary studies; draw on pertinent data, such as corpora; or utilise action learning to investigate classroom problems and suggest solutions to them in the form of classroom resources or strategies. The works make a significant contribution to knowledge and practice by bringing together insights from different disciplinary paradigms, by focusing on neglected groups of learners or neglected linguistic skills, and by engaging with disciplinary and technological developments in order to devise original teaching resources and procedures. The impact of the works in the public domain is noted through book sales, citations and reviews. Drawing on a wide range of theoretical perspectives, the context statement accompanying the works provides both an account of their origin, writing and reception, and a critique of their limitations. It delineates my trajectory as the writer of the works, exploring the personal, disciplinary and social factors influencing my writing. It identifies the writing practices I have employed, conceptualises how I have developed a sense of audience, and investigates the values informing the works. Through the lens of a classroom practitioner, its key contribution is making more visible the complex, and often conflictual, process of writing classroom resources