The academic English collocation list

Lei, Lei; Liu, Dilin

doi:10.1075/ijcl.16135.lei

Cited by 69 publications

(69 citation statements)

References 32 publications

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“…The selected words are sufficiently international and typically found across academic contexts (e.g. Frankenberg-Garcia, 2018; Lei and Liu, 2018).…”

Section: The Studymentioning

confidence: 99%

EFL Learners’ Acquisition of Academic Collocation and Synonymy: Does their Academic Experience Matter?

Wongkhan

Thienthong

2020

RELC Journal

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It is generally accepted that collocation is essential for establishing synonymy. They are related linguistic features which are important and useful for language learners. Given this importance, this present study considered the experience of 120 Thai English as a Foreign Language (EFL) students. The study explored the students’ knowledge of academic collocation and synonymy in relation to their academic experience at university and examined their justifications for their collocation selections. The results of a forced-choice collocation test revealed that while the majority of the students demonstrated their knowledge of academic collocations and synonyms, the more experienced (ME) students significantly outperformed their less experienced (LE) counterparts in most collocation questions. In terms of explanations for their collocation choices, the ME group referred to their encounters as the most frequent reason while the LE group made the largest number of guesses. The findings suggest that despite not being taught explicitly about academic collocations, EFL learners can develop their collocation repertoire incidentally as they are exposed to academic discourse over their university years.

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“…The selected words are sufficiently international and typically found across academic contexts (e.g. Frankenberg-Garcia, 2018; Lei and Liu, 2018).…”

Section: The Studymentioning

confidence: 99%

EFL Learners’ Acquisition of Academic Collocation and Synonymy: Does their Academic Experience Matter?

Wongkhan

Thienthong

2020

RELC Journal

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“…MI measures the strength of association between pairs of words. The most commonly used threshold is 3 to indicate a meaningful relationship (Lei & Liu, 2018). However, recent studies that tested frequency-based methods to identify collocations suggested that MI scores higher than 3 result in psychologically real collocates (Durrant & Doherty, 2010).…”

Section: Collocation Analysismentioning

confidence: 99%

“…MI scores tend to give undue weight to low frequency words and eliminate words that frequently co-occur with many words (e.g. the) (Lei & Liu, 2018). Therefore, a minimum number of co-occurrence threshold was set at 5 within 4 words to the left or right of the EUWL word (Walker, 2011).…”

Section: Collocation Analysismentioning

confidence: 99%

Leveraging Professional Wordlists for Productive Vocabulary Knowledge

Jablonkai¹

2020

ESP Today

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Productive knowledge of subject-specific vocabulary is essential for successful professional communication. This article puts forward the case for an innovative approach to course and materials design in English for Professional Purposes (EPP) that highlights the importance of careful analysis of the vocabulary of specific professional discourse. It argues that EPP courses would benefit from being informed by corpus-based analysis of vocabulary and collocational choices in texts used in professional contexts. The argument is supported by the results of the corpus-based analysis of the discourse in the professional context of the European Union institutions. The analysis was carried out using the 1-million-word English EU Discourse (EEUD) Corpus, which was created based on a target needs analysis. The present study contributes to knowledge in the field by establishing the first comprehensive EU word and collocation list, which comprises 405 word families and is complemented by collocational patterns specific to English EU discourse. The results underpin the article's central argument that collocational information should be used to enrich professional wordlists as they reveal subject-specific patterns that are fundamental for productive vocabulary knowledge in efficient professional communication. The pedagogic applications of the word and collocation lists are also demonstrated.

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“…This study adopts a corpus-driven approach (see Esfandiari & Barbary, 2017;Lei & Liu, 2018), in the sense that the data is approached with no prior assumptions (Tognini-Bonelli, 2001). Tognini-Bonelli (2001, p. 86) argues that "the unexpectedness of the findings derived from corpus evidence leads to the conclusion that intuition is not comprehensively reliable as a source of information about language."…”

Section: Introductionmentioning

confidence: 99%

A Corpus-Driven Study of Terms Used to Refer to Articles and Methods in Research Abstracts in the Fields of Economics, Education, English Literature, Nursing, and Political Science

Hussein

Haider

Al-Sayyed

2021

JESR

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The present study attempts to identify the most frequent terms that are used in research abstracts relating to research articles designations, research methods, and research goals and quantify them in various disciplines, namely, economics, education, English literature, nursing, and political science to see whether there is a unique pattern characterizing terms peculiar to each of the five disciplines under investigation. It also explains why specific terms are overused/ underused by researchers. The current study follows a corpus-driven approach. For this purpose, we compiled a corpus of 2500 research abstracts from online refereed journals in the fields mentioned above. The corpus linguistic software program, AntConc (3.5.8), was used to analyze the collected data. The analysis revealed that some terms are more frequently used in some areas than others. For example, the term 'study' was the most common word to designate academic research. The most frequent term to refer to population and subject-related terms was 'sample/s,' while the least frequent was 'interviewee/s.' The words used to designate tools or instruments varied, with 'test' being the most frequent and 'checklist/s' the least. This study is of significant benefit for researchers in various disciplines. It acquaints them with terms used to designate articles in their respective fields, in addition to terms used most frequently to refer to sample- related terms and finally to words used for setting goals such as objectives, aims, and goals. This, in turn, can help researchers and graduate students embarking on writing their theses to opt for the most relevant terms peculiar to their disciplines. Unlike most studies that focused on developing academic word lists (AWL), this study set off with terms previously established and used in research bodies and research abstracts to unveil their popularity and the extent to which they are used in various discipline abstracts. Received: 20 January 2021 / Accepted: 30 March 2021 / Published: 10 May 2021

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The academic English collocation list

Cited by 69 publications

References 32 publications

EFL Learners’ Acquisition of Academic Collocation and Synonymy: Does their Academic Experience Matter?

EFL Learners’ Acquisition of Academic Collocation and Synonymy: Does their Academic Experience Matter?

Leveraging Professional Wordlists for Productive Vocabulary Knowledge

A Corpus-Driven Study of Terms Used to Refer to Articles and Methods in Research Abstracts in the Fields of Economics, Education, English Literature, Nursing, and Political Science

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