It is claimed within the theory of lexical priming that text-linguistic phenomena are as deeply involved in our lexical primings as are more obvious phenomena such as collocations. One of the textual claims is that people are primed to associate certain words or phrases with certain recognised discourse positions in particular genres and/or domains (an association referred to as textual colligation). One kind of textual colligation is hypothesised to be the psychological association that a language user makes in a genre between a word or phrase and text-initial position. This paper seeks to demonstrate that it is possible to use the Key Words procedure implemented in WordSmith Tools not only to identify over 1000 words with strong text-initial associations in hard news data but also to examine the way in which phrases or clusters of words also may have textual priming. In particular we focus on one three word lexical cluster which suggests how lexis and textual position interact. We conclude that our findings are fully compatible with Lexical Priming theory, even though they cannot directly be used as evidence for it. The paper also makes use of a number of novel or under-used methodological strategies, including the utilisation of complete texts as a unit of analysis, the creation of positional subcorpora, the use of key words to identify candidates for textual colligation, the comparison of an item’s behaviour in a subcorpus with its behavior in other subcorpora derived from the same texts (following Gledhill, 2000), the extension of key word procedure to collocate tables (key collocates) and the investigation of textual semantic association and textual collocation using concordance line grouping.

Chapter 5. Examining associations between lexis and textual position in hard news stories, or according to a study by…

Pseudo-clefts are the building blocks of coherent discourse progression and serve as a rhetorical toolkit to construct an authorial stance in the academic discourse. Despite an increasing interest in grammatical constructions in the academic discourse, researchers have not treated pseudo-clefts in much detail. This paper explores the features of pseudo-clefts in the corpus of academic discourse in the field of applied linguistics. Here, we take the textual and the interpersonal perspectives, focusing on the use of pseudo-clefts in terms of their distribution in generic structure, discourse functions with reference to clefted constituents, and evaluative meaning. The results show that pseudo-clefts were more frequently used in "Results and Discussion" and Literature Review, performing the functions such as the specification of key terms, generalization of the literature, the description and explanation of findings, etc. They are facilitative in creating information gaps and establishing a logic-semantic expansive relationship between the clauses. The findings also suggest that the pseudo-clefts are evaluative devices and are involved in the construction of authorial identities.

/pdf/what-still-needs-to-be-noted-pseudo-clefts-in-the-academic-3nukuc9dqw.pdf

What Still Needs to be Noted: Pseudo-Clefts in the Academic Discourse of Applied Linguistics.

The tittle of this thesis is Upgrading the Students’ Ability in Writing Skill through Implementation of Directive Feedback Method to the second years students of SMAN 1 Peudada (A collaborative Classroom Action Research). The researcher put two problems of this research question as follows: first, how can the Directive Feedback Method upgrade the second-year students of SMAN 1 Peudada in writing skill? Second, how do the students respond toward the implementation Directive Feedback Method in learning writing skill? The purpose of this research were: first, to know the Directive Feedback Method upgrade the second year students of SMAN 1 Peudada in writing skill. Second, to indicate the student’s response toward the implementation Directive Feedback Method in learning writing skill. This research was a collaborative classroom action research. The research subject was the second years students’ students of SMAN 1 Peudada. The sample of this research was 25 students.  The data was collected through the field note, writing test, student’s observation checklist, teacher’s observation checklist and questionnaire. The data was analyzed through the descriptive qualitative research. After the researcher was done all the steps of action research (cycle I and cycle II) the students’ mean score increased from 61 in cycle I and became 76 in cycle II. Besides, from the observation checklist to the students’ activity, it was found that the percentage of the students’ participation during teaching learning process in writing class increased gradually. It was proved by the result of the observation checklist were taken at the beginning of cycle I, the percentage of the students’ participation was only 50 and became 62 in cycle II. And also, the list of questionnaires given to the students indicates that the student had positive respond toward the implementation of Directive Feedback Method in writing class. It was provided by overall mean score 31,52 that was categorized to the level of Agree. 
 

Upgrading the students’ ability in writing skill through implementation of directive feedback method

Literature survey concerning the Learner Corpus Research (LCR) in the last 20 years has shown a paucity of studies involving specialised/discipline-specific text. Since the use of discipline-specific academic writing learner corpora is useful in determining the language pattern within the English for Specific Academic Purposes (ESAP) context, this paper presents a review of specialised LCR based on journal articles from the Web of Science database and the Google scholar, reference books and relevant websites to address the gap both globally and within the Malaysian context for future needs. The review suggests the need for more specialised/genre-specific or discipline-based learner corpus studies employing the non-native novice versus native novice and expert comparative method in both global and Malaysian contexts, with more studies executed in relation to specialised learner corpora in the latter. In relation to linguistic aspect, the understanding of lexical bundles’ communicative function can be attempted through the analysis from the core word to the surrounding pattern or discourse. The use of learner corpus as a pedagogical instrument needs also to be well-accepted and executed to enhance the teaching and learning of academic writing in ESAP classrooms via Data-Driven Learning approach or corpus-related activities.

/pdf/specialised-learner-corpus-research-a-review-for-future-1p76ll6j.pdf

Specialised learner corpus research: a review for future directions of the global and malaysian contexts

Interestingly, the development of science needs, related to the ESP is most reliant on improvement every time. In the other hand, all grassroots, whether learners, teachers, educators or decision-makers; must work together to ensure the feasible continuation of the ESP education system. Moreover, science never sleeps at the heart of the empiric world; this process also takes place in the domain of the ESP. The complexity of the science realm that is intended to be (if, how, when, how, when, and what) the goal of improving the ESP in a sustainable process. Consequently, the debate on research and development must potentially lead to educational and non-educational concerns. In the field of education, it is definitely closely connected to all guiding processes in the growth of ESP research. Furthermore, the expected phase of the research and progress in the field of education must occur simultaneously unless the curriculum, which serves as the foundation for the educational process, intends to work consistently and in a measurable manner; if it is also tailored to the needs of global development. The expected needs are verbal and non-verbal communication abilities, including speaking, writing, listening and reading skills. This skill is dependent on realistic knowledge about the use of English for specific purposes. Whereas in the non-educational sphere, ESP plays a significant impacts on human development and mobilization, both intentionally and unintentionally, through individuals-in pairs-or groups: which definitely has the purpose. Essentially, however, the design process of the ESP study must be consistent with global needs in order to meet the objective of using standardized and comprehensive English in line with the position of the occasions.

How Far You Know About the Currents Research Methodologies in English for Specific Purposes (So Better Than To Update)

‘According to…’: The impact of language background and writing expertise on textual priming patterns of multi-word sequences in academic writing

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‘According to…’: The impact of language background and writing expertise on textual priming patterns of multi-word sequences in academic writing