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By Magali Paquot

Educational vocabulary is in style, as witnessed via the expanding variety of textbooks released at the subject. within the first a part of educational Vocabulary in Learner Writing, Magali Paquot scrutinizes the concept that of ̀academic vocabulary' and proposes a corpus-driven approach in keeping with the standards of keyness, variety and evenness of distribution to pick educational phrases that may be a part of a common-core academic Read more...

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An research of educational vocabulary within the overseas Corpus of Learner English. Read more...

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Academic vocabulary in learner writing : from extraction to analysis

Educational vocabulary is in model, as witnessed by way of the expanding variety of textbooks released at the subject. within the first a part of educational Vocabulary in Learner Writing, Magali Paquot scrutinizes the idea that of ̀academic vocabulary' and proposes a corpus-driven strategy according to the factors of keyness, diversity and evenness of distribution to choose educational phrases that may be a part of a common-core educational vocabulary syllabus.

Extra resources for Academic vocabulary in learner writing : from extraction to analysis

Sample text

As . ; not . . let alone . ). g. therefore, anyway, hence, for example, indeed, thus, that is to say, in other words. Vocabulary 3 items serve to establish semantic relations in the connection of clauses or sentences in discourse. They behave grammatically like subject, verb, object or complement and can be pre- or post-modified. Examples include addition, affirm, alike, analogous, cause, compare, connect, consequence, contradict, differ, explanation, feature, hypothetical, identify, method, reason, result, specify and subsequent.

The Student Writing Corpus is thus quite representative of university students’ writing in that it comprises different types of writing tasks (skillsbased writing and content-based writing; argumentative and expository writing). It is, however, skewed towards humanities and social sciences. It could be argued that the Academic Keyword List might therefore not fully represent academic vocabulary used in the ‘hard sciences’. 3 that the procedure used to extract potential academic words largely overcomes this limitation.

That . ’. These words bear a strong relationship with what Winter (1977) called ‘Vocabulary 3 items’ and Widdowson (1983) ‘procedural vocabulary’. Winter (1977: 14–23) distinguished between three types of words that are commonly used to create cohesion or structure in discourse and that are essential to the understanding of clause relations. Each group is distinguished by its clause-relating functions. g. g. not so much . . as . ; not . . let alone . ). g. therefore, anyway, hence, for example, indeed, thus, that is to say, in other words.

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