By Magali Paquot
An research of educational vocabulary within the foreign Corpus of Learner English. >
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Extra resources for Academic Vocabulary in Learner Writing: From Extraction to Analysis (Corpus And Discourse)
In biology, for example, we find words such as alleles, genotype, chromatid, cytoplasm and abiotic. These words are very unlikely to occur in texts from other disciplines or subject areas. Technical vocabulary is difficult to quantify. According to Coxhead and Nation (2001), technical dictionaries contain probably 1,000 headwords or less per subject area. Research suggests that knowledge of domain-specific or technical terms allows learners to understand an additional 5 per cent of academic texts in a specific discipline.
G. consist of, group, result from, derive, bring about, cause, base on, be noted for. Adjectives and adverbs make up a large proportion of the vocabulary of evaluation. In summary, the many definitions of sub-technical vocabulary proposed in the literature cover very different sets of lexical items, which are of various sizes and may share certain characteristics. Sub-technical vocabulary is generally defined as a category of words which are frequent across disciplines and account for a significant proportion of word tokens in academic texts.
Together they constitute the Student Writing Corpus. LOCNESS totals 323,304 words and consists of argumentative and literary essays written by British A-level students (60,209 words), British university students (95,695 words) and American university students (168,400 words) (see Granger, 1996a; 1998a for further details). The part used for this study consists of argumentative essays written by university students and totals 168,593 words. Argumentative essay titles include, among others, ‘The death penalty’, ‘Euthanasia’, ‘Fox hunting’, ‘The National Lottery’, ‘Nuclear power’, ‘Crime does not pay’ and ‘Money is the root of all evil’.
Academic Vocabulary in Learner Writing: From Extraction to Analysis (Corpus And Discourse) by Magali Paquot