This article describes the development and evaluation of a new academic word list (Coxhead, 1998), which was compiled from a corpus of 3.5 million running words of written academic text by examining the range and frequency of words outside the first 2,000 most frequently occurring words of English, as described by West (1953). The AWL contains 570 word families that account for approximately 10.0% of the total words (tokens) in academic texts but only 1.4% of the total words in a fiction collection of the same size. This difference in coverage provides evidence that the list contains predominantly academic words. By highlighting the words that university students meet in a wide range of academic texts, the AWL shows learners with academic goals which words are most worth studying. The list also provides a useful basis for further research into the nature of academic vocabulary.

A New Academic Word List

This article considers the notion of academic vocabulary: the assumption that students of English for academic purposes (EAP) should study a core of high frequency words because they are common in an English academic register. We examine the value of the term by using Coxhead's (2000) Academic Word List (AWL) to explore the distribution of its 570 word families in a corpus of 3.3 million words from a range of academic disciplines and genres. The findings suggest that although the AWL covers 10.6% of the corpus, individual lexical items on the list often occur and behave in different ways across disciplines in terms of range, frequency, collocation, and meaning. This result suggests that the AWL might not be as general as it was intended to be and, more importantly, questions the widely held assumption that students need a single core vocabulary for academic study. We argue that the different practices and discourses of disciplinary communities undermine the usefulness of such lists and recommend that teachers help students develop a more restricted, discipline-based lexical repertoire.

Is There an "Academic Vocabulary"?

Studies of L2 writing development usually measure T-units and clausal subordination to assess grammatical complexity, assuming that increased subordination is typical of advanced writing. In this article we challenge this practice by showing that these measures are much more characteristic of conversation than academic writing. The article begins with a critical evaluation of T-units and clausal subordination as measures of writing development, arguing that they have not proven to be effective discriminators of language proficiency differences. These shortcomings lead to the question of whether these measures actually capture the complexities of professional academic writing, and if not, what alternative measures are better suited? Corpus-based analyses are undertaken to answer these questions, investigating 28 grammatical features in research articles contrasted with conversation. The results are surprising, showing that most clausal subordination measures are actually more common in conversation than academic writing. In contrast, fundamentally different kinds of grammatical complexity are common in academic writing: complex noun phrase constituents (rather than clause constituents) and complex phrases (rather than clauses). Based on these findings, we hypothesize a sequence of developmental stages for student writing, proposing a radically new approach for the study of complexity in student writing development.

Should we use characteristics of conversation to measure grammatical complexity in L2 writing development

In this paper, an attempt is first made to clarify and tease apart the somewhat confusing terms genre, register, text type, domain, sublanguage, and style. The use of these terms by various linguists and literary theorists working under different traditions or orientations will be examined and a possible way of synthesising their insights will be proposed and illustrated with reference to the disparate categories used to classify texts in various existing computer corpora. With this terminological problem resolved, a personal project which involved giving each of the 4,124 British National Corpus (BNC, version 1) files a descriptive "genre" label will then be described. The result of this work, a spreadsheet/database (the "BNC Index") containing genre labels and other types of information about the BNC texts will then be described and its usefulness shown. It is envisaged that this resource will allow linguists, language teachers, and other users to easily navigate through or scan the huge BNC jungle more easily, to quickly ascertain what is there (and how much) and to make informed selections from the mass of texts available. It should also greatly facilitate genre-based research (e.g., EAP, ESP, discourse analysis, lexicogrammatical, and collocational studies) and focus everyday classroom concordancing activities by making it easy for people to restrict their searches to highly specified sub-sets of the BNC using PC-based concordancers such as WordSmith, MonoConc, or the Web-based BNCWeb.

/pdf/genres-registers-text-types-domains-and-styles-clarifying-pxaz48dyee.pdf

Genres, Registers, Text Types, Domains and Styles: Clarifying the Concepts and Navigating a Path through the BNC Jungle

Contents General Editors' Preface Acknowledgements Introduction Section I Key concepts 1 The emergence of CALL 1.1 A broad discipline 1.2 Technology driving CALL 1.3 The changing focus of research in CALL Summary 2 A brief history of CALL 2.1 CALL in the 1950s and 1960s 2.2 Simulations 2.3 CALL in the 1970s and 1980s 2.4 CALL in the 1990s 2.5 CALL in the 21st Century Summary 3 Hypertext, hypermedia and multimedia 3.1 Hypertext 3.2 Hypermedia 3.3 Multimedia 3.4 Antecedents of multimedia 3.5 Science fiction and CALL 3.6 The printed book and CALL 3.7 Applications to general learning 3.8 Applications of multimedia to language learning Summary 4 Eight CALL applications 4.1 Word processing 4.2 Games 4.3 Literature 4.4 Corpus linguistics 4.5 Computer-mediated communication 4.6 WWW resources 4.7 Adapting other materials for CALL 4.8 Personal Digital Assistants (PDAs) and Mobile Telephones Summary Section II The place of CALL in research and teaching 5 Second-language Acquisition and models of instruction 5.1 Concepts in SLA, behaviourism and constructivism 5.2 Comprehensible input and output 5.3 Behaviourist models of instruction 5.4 Constructivism Summary 6 Collaboration and negotiation of meaning 6.1 The place of collaboration in CALL 6.2 Structuring collaboration 6.3 Differences between collaboration and other terms 6.4 The range of collaboration and CALL 6.5 Collaboration at the computer 6.6 Benefits of collaborative learning at the computer 6.7 Collaboration, CALL and SLA 6.8 Collaboration at the computer as evidenced by discourse 6.9 Challenges to collaboration 6.10 Challenges to collaboration in a CALL context 6.11 Discourse that evidences challenges to collaboration Summary 7 Defining a model of CALL 7.1 Defining a model 7.2 The need for a CALL model 7.3 A model of current non-CALL language learning 7.4 Dunkin and Biddle's model in a CALL context 7.5 Various views of CALL 7.6 Teacher and pupil classroom behavior: activities used in CALL 7.7 A virtual classroom 7.8 Aspects of a CALL model Summary 8 Theoretical and pedagogical concerns 8.1 Concerns for software development 8.2 Pedagogical concerns for classroom practice 8.3 &uating software 8.4 Learning and working styles 8.5 Evolving technology 8.6 Commercial software 8.7 Making better use of existing materials 8.8 Copyright and plagiarism 8.9 Viruses 8.10 Safety online 8.11 Technological have-nots Summary Section III Researching CALL 9 Current research interests 9.1 A new field: reporting CALL research 9.2 Approaches to research in CALL 9.3 The computer as a tool of research 9.4 The role of commercial publishers 9.5 Reviewing current studies: a survey 9.6 Conducting research 9.7 Action research Summary 10 Research 10.1 Research context 1: The literature review 10.2 Research context 2: A pilot study 10.3 Research context 3: Corpus linguistics 10.4 Research context 4: Error analysis 10.5 Research context 5: The experiment 10.6 Research context 6: A case study 10.7 Research context 7: The survey 10.8 Research context 8: The ethnographic approach Conclusion Section IV Resources Glossary of key terms References Index

Teaching and Researching Computer-Assisted Language Learning

語料庫語言學入門=An introduction to corpus linguistics

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語料庫語言學入門=An introduction to corpus linguistics