Corpus Analysis in Different Genres

Academic Discourse and Learner Corpora
Herausgeber: Carrió-Pastor, María Luisa

• Gebundenes Buch

Produktbeschreibung

This collection sheds light on the ways in which corpus linguistics and the use of learner corpora might be applied to the study of academic discourse, revealing linguistic and rhetorical patterns and insights into variation across a range of disciplinary genres. Organized into three sections, the book highlights key tools and methodologies in corpus analysis to study such features as discourse markers, lexical bundles, linguistic complexity, lexico-grammatical conventions, and modality in case studies in studies of academic discourse, both in a second language and in English for specific purposes. The volume features examples from disciplinary genres not often covered in the existing literature, including MA theses, academic book reviews, and online student forums. Taken together with the study of learner corpora, the book demonstrates the impact of corpus linguistic tools in better understanding linguistic patterns of specific languages and language use and in turn, their role in helping to identify the needs of language learners. The book will be of interest to students and scholars in corpus linguistics, applied linguistics, and English for Specific Purposes.

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Produktdetails

• Verlag: Routledge
• Seitenzahl: 364
• Erscheinungstermin: 15. Juli 2020
• Englisch
• Abmessung: 235mm x 157mm x 24mm
• Gewicht: 678g
• ISBN-13: 9780367417161
• ISBN-10: 0367417162
• Artikelnr.: 61343023

Autorenporträt

María Luisa Carrió-Pastor is Professor of English Language at the Department of Applied Linguistics at Universitat Politècnica de València, Spain.

Inhaltsangabe

INTRODUCTION María Luisa Carrió-Pastor SECTION 1. CORPUS STUDIES ON ACADEMIC DISCOURSE Chapter 1. Variation in the use of self-mentions in different specific fields of knowledge in academic English María Luisa Carrió-Pastor Chapter 2. The expression of gratitude in the prefaces of academic books in linguistics Francisco Alonso-Almeida Chapter 3. Criticism in Russian academic book reviews of the soviet and post-soviet periods Alisa Kriukova Chapter 4. Modal verb categories in English medical abstracts Elena Quintana Toledo Margarita Esther Sánchez Cuervo Chapter 5. A disciplinary analysis of fairly in late modern English scientific writing Francisco J. Álvarez-Gil Chapter 6. An analysis of lexical bundles in English academic journal descriptions Davide Simone Giannoni Chapter 7. Collaborating with disciplinary experts in corpus compilation processes Isabel Herrando-Rodrigo Chapter 8. Researching academic genres, language and discourse with computer assisted qualitative data analysis software Ana Bocanegra-Valle SECTION 2. STUDIES ON LEARNER CORPORA Chapter 9. A corpus-driven exploration of discourse markers in L2 academic texts Vinja Pavi
i
Takä Barbara Krui
Sanja Vakanjac Ivezi
Chapter 10. Personal metadiscoursive markers in a final degree dissertations corpus on education sciences Francisco Núñez-Román Chapter 11. Interactional metadiscourse features in the written production made by Spanish EFL learners Chiara Tasso Chapter 12. Intercultural rhetoric in the written academic discourse: the rhetorical function of citation in English and Spanish by college students and expert writers David Sánchez-Jiménez Chapter 13. Measuring linguistic complexity and proficiency in learner academic English Javier Pérez Guerra Chapter 14. A new linguistic corpus in Catalan and the teaching of languages for specific purposes at university Anna Montesinos López Francesca Romero Forteza Chapter 15. Overused bundles in the written academic English of Spanish EFL students Miguel Fuster-Márquez Jesús Fernández-Domínguez Chapter 16. Verbs of vision in academic discourse: variations in the use of their non-literal senses in L1 expert, L1 non-expert and L2 non-expert writing Hanna Skorczynska Chapter 17. Showing emotion in academic discourse. A pragmatic analysis Eva M. Mestre-Mestre Chapter 18. Proofreading, the net and foreign language anxiety in the use of apology formulae in an online forum. A learner corpus study Milagros Torrado-Cespón