基本説明
This is the first monograph in which Granger's (1996) Contrastive Interlanguage Analysis is used to compare 10 ICLE learner sub-corpora, in order to distinguish between linguistic features that are shared by learners from a wide range of mother tongue backgrounds and unique features that may be transfer-related.
Full Description
Academic vocabulary is in fashion, as witnessed by the increasing number of books published on the topic. In the first part of this book , Magali Paquot scrutinizes the concept of 'academic vocabulary' and proposes a corpus-driven procedure based on the criteria of keyness, range and evenness of distribution to select academic words that could be part of a common-core academic vocabulary syllabus. In the second part, the author offers a thorough analysis of academic vocabulary in the International Corpus of Learner English (ICLE) and describes the factors that account for learners' difficulties in academic writing. She then focuses on the role of corpora, and more particularly, learner corpora, in EAP material design. It is the first monograph in which Granger's (1996) Contrastive Interlanguage Analysis is used to compare 10 ICLE learner sub-corpora, in order to distinguish between linguistic features that are shared by learners from a wide range of mother tongue backgrounds and unique features that may be transfer-related.
Contents
Acknowledgements; Preface; Section 1: What is academic vocabulary?; 1.English for Academic Purposes (EAP); 2.Vocabulary needs in academic settings; 3.Corpus-based studies of vocabulary in EAP; 4.The selection of academic vocabulary; Section 2: Learners' use of academic vocabulary; 5.Investigating learner language; 6.EAP rhetorical functions; 7.Interlanguage features of academic vocabulary; Section 3: Implications and conclusions; 8.Pedagogical implications; 9.Remaining issues and directions; References; Appendix; Subject index; Author index.
