By Magali Paquot
An research of educational vocabulary within the overseas Corpus of Learner English. >
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Additional resources for Academic Vocabulary in Learner Writing: From Extraction to Analysis (Corpus And Discourse)
Items which express notions shared by all or several specialized disciplines. Examples include factor, method and function. 2. g. bug in computer science, solution in mathematics and chemistry). 3. g. morphological in linguistics, botany and biology). 4. General language items which have restricted meanings in one or more disciplines. e. are more apparent physically, as opposed to being masked. Expressed in botany is therefore not associated with emotional or verbal behaviour as is the case in general language’ (Baker, 1988: 92).
6. Items which are used in academic texts to perform specific rhetorical functions. These are ‘items which signal the writer’s intentions or his evaluation of the material presented’ (Baker, 1988: 92). Martin uses the term academic vocabulary as a synonym for sub-technical vocabulary to refer to words that ‘have in common a focus on research, analysis and evaluation – those activities which characterize academic work’ (1976: 92). g. state the hypothesis and expected results; present the methodology; plan or design the experiment; develop a model).
To solve a problem’, and ‘. . to reverse the trend’, where the retrospective label is found in predictable company (. . ). Even where the collocations are less fixed, the label occurs in a compatible lexical environment. (1994: 100–1) More generally, Baker comments that sub-technical words which perform specific rhetorical functions and structure the writer’s argument ‘should not be taught in isolation but in context and as central elements in typical collocations’ (Baker, 1988: 103). Labels are not the only indicators of text patterns in academic discourse.
Academic Vocabulary in Learner Writing: From Extraction to Analysis (Corpus And Discourse) by Magali Paquot