The creation and application of a large-scale corpus-based academic multi-word unit list

Rogers, John H.; Müller, Amanda; Daulton, Frank E.; Dickinson, Paul; Florescu, Cosmin; Reid, Gordon; Stoeckel, Tim

doi:10.1016/j.esp.2021.01.001

Cited by 9 publications

(9 citation statements)

References 32 publications

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“…Nowadays, the empirical research on lexical chunk in the perspective of corpus linguistics mainly focuses on the collocation of lexical chunks, which mostly focuses on the collocation of output ability, less on the acceptance of lexical chunks, on the teaching of lexical chunks, mode construction, and the impact of this model on college English writing [15]. In view of the shortcomings of previous studies, this Before the experiment, the author uses independent sample T test in two classes of learners' English comprehensive ability and writing level; according to Table 3, the results showed that in the English comprehensive ability pretest, the average scores of the experimental group was 63.35, the average control class (63.58) is very close to the experimental class, only the 0.23 point gap.…”

Section: Results Analysis and Discussionmentioning

confidence: 99%

Development of Corpus Linguistic Using Lexical Teaching to Improve English Writing

Sun

2022

Wireless Communications and Mobile Computing

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The study of language based on text corpora is known as corpus linguistics. The aesthetic analysis with corpus linguistics to give a novel description of the phenomena of speech, writing, and thinking presentation, often known as ‘speech reporting’ or ‘writing presentation.’ With the vigorous development of corpus linguistics, linguists propose the concept of “block” through a large amount of corpus and use the phrase as the teaching unit of English writing to enhance the fluency and accuracy of language expression. In order to study the creation of linguistics academic English vocabulary block, the author used empirical research, mainly experiments, supplemented by questionnaires and personal interviews. At the same time, this paper used the corpus and Java Web technology for further experimental analysis. After a series of studies, it is concluded that corpus linguistics is a new research method and a trend of future language teaching. It is anticipated that the course will point out methods to supplement by adding activities that provide a greater writing purpose for English language acquisition. The findings of this investigation give a number of specific phenomena, including speculative speech, writing, and concept organization, integrated speech, writing, and idea demonstration, and uncertainty in speech, composing, and thought demonstration.

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Section: Results Analysis and Discussionmentioning

confidence: 99%

Development of Corpus Linguistic Using Lexical Teaching to Improve English Writing

Sun

2022

Wireless Communications and Mobile Computing

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“…Collocation analysis, which identifies collocates and phrases around significant words, is useful because the presence of recurring patterns can identify specific indicators established around words that are immediately adjacent to one another (Baker et al, 2013). Collocation is defined as a word that frequently appears next to another word -which some researchers define narrowly as two words co-occurring in high frequency (Rogers et al, 2021).…”

Section: Collocation Network Of Climate Changementioning

confidence: 99%

Media Report About Climate Change in an English Online Malaysian Newspaper Through Thematic and Discourse Analysis Approaches

Taufek

Nor

Jaludin

et al. 2022

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Climate change studies are mainly focused on disaster management and inundated with scientific jargons that the public could not fathom. Thus, the dissemination of climate change discourse to the public has been less effective due to lack of information and understanding which explains the lack of public engagement and participation. Studies on climate change that consider linguistics aspects are beginning to emerge, but are still lacking. Therefore, the present study intends to conduct a linguistic analysis by identifying themes in news on climate change and by analysing the extent of media propagation about climate change. 922 news articles from Malaysiakini were analysed using a corpusdriven approach through frequency and collocation analysis. This enabled us to identify themes on climate change. Discourse analysis was then conducted to find out about the linguistic manifestations of the identified themes. The findings reveal that governance is the most propagated theme, followed by mitigation and adaptation, contributor and impacts, and threats, which may polarise the public's understanding of climate change. Instead, the themes of contributors and impacts, and threats are those which should be put forward as they may provide facts on the causal relationship of climate change that may help in assisting the public in understanding what to do, what to avoid, and the consequences of not acting on climate change. An understanding of the temporal aspects of public involvement in engaging with climate change issues through thematic analysis could assist in identifying the types of public participation in this issue.

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“…The present study follows the corpus-based mixed-methods approach to identifying academic collocations for testing purposes. Compared to the traditional approaches, the corpus-based identification of collocations allows researchers to focus on items that are more likely to be encountered or occur in a specific context (Rogers et al, 2021). As corpus-based research applies statistical criteria to identify collocations, the transparency of collocation meanings is often not considered.…”

Section: Approaches To Defining Collocationsmentioning

confidence: 99%

“…Human intervention makes this study distinct from the other wordlist studies on academic collocations. A similar method is also employed by Simpson-Vlach and Ellis (2010) and Rogers et al (2021) for their lists of academic multiword units, which are made up of combinations of more than two words. This qualitative judgement, according to Martinez (2019) can be part of the mixed-methods approach to corpus-based research which involves "an interaction among text, potential applications of the research, and the researchers themselves" (p.213).…”

Section: Development and Validation Of Academic Collocation Listsmentioning

confidence: 99%

“…Future research could focus on evaluating other lists of multiword units such as Simpson-Vlach and Ellis (2010) and Rogers et al (2021). These lists are created for academic purposes, but they have not been evaluated by an independent study as the current research did with the two lists of academic collocations.…”

Section: Directions For Research On Wordlist Evaluationmentioning

confidence: 99%

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New Measures of Academic Collocation Knowledge: Wordlist-Based Test Development and Argument-Based Validation

Nguyen¹

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Knowledge of academic vocabulary is essential for second or foreign language learners who are preparing for studying at English-medium universities. This vocabulary comprises single words (e.g., approximate, component and establish) and multiword units, including frequent two-word academic collocations. These items occur across different disciplines (e.g., ultimate goal and key element) and have been identified through corpus-based research which has resulted in several word lists (e.g., Ackermann & Chen, 2013; Lei & Liu, 2018). While there are tests which target knowledge of general academic vocabulary based on single word lists, there is a lack of tests of academic collocation knowledge. Such assessment is beneficial for troubleshooting problems with academic collocations at an early stage so that support for learning these items can be provided in a timely manner. This study aims to fill this gap by developing and validating two separate measures of recognition and recall knowledge of general academic collocations for diagnostic purposes. To that end, this research first adapted an existing framework from Nation (2016) to evaluate two published lists of academic collocations. The evaluation was to select the most representative items for developing two Academic Collocation Tests (ACTs): the recognition test (multiple-choice format) and the recall test (gap-fill format). The test development was guided by an evidence-centred design framework (Mislevy & Yin, 2013). The validation process then employed an argument-based approach (Kane, 2013) to collect validity evidence. A total of 343 tertiary students (233 in Vietnam and 110 in New Zealand) took part in this study. They completed a background questionnaire which included demographic information and language proficiency (e.g., IELTS scores and learning experience). They took both of the ACTs and also completed the Vocabulary Size Test (VST) (Nation & Beglar, 2007), which was used as a measure of general vocabulary knowledge. Forty-four of the participants took part in a post-test interview to share their reflections on the tests and re-took the ACTs verbally for the assessment of test-retest reliability. Data gathering took place via online platforms because of the COVID-19 pandemic. Five main findings arose from this thesis. First, results of the wordlist evaluation process indicated that the Academic Collocation List (Ackermann & Chen, 2013) provided the best source of items for testing purposes in the present study. Second, statistical analyses showed that test items developed from that list worked well together to measure the intended construct. Third, reflections from test-takers revealed that the ACTs allowed them to demonstrate their knowledge of academic collocations, although the online test-taking condition was not ideal. Fourth, the ACTs were found to be highly reliable, as evidenced by high reliability indices. Finally, scores on the ACTs were positively correlated with scores on other tests of similar constructs, including the VST and IELTS. The relationship between ACT scores and time spent studying English was also significant. That said, ACT scores were not significantly correlated with the frequency of academic collocations and time spent studying in an English-speaking context. Based on these findings, this thesis offers pedagogical implications to support English for Academic Purposes (EAP) teaching and learning with improving academic collocation knowledge. This study advances the field of vocabulary assessment by applying test development and validation frameworks to create rigorous tests for EAP. It also provides a model for evaluating word lists of multiword units, which lays the foundation for a similar practice in wordlist studies and supports the further application of wordlist-based test development.

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The creation and application of a large-scale corpus-based academic multi-word unit list

Cited by 9 publications

References 32 publications

Development of Corpus Linguistic Using Lexical Teaching to Improve English Writing

Development of Corpus Linguistic Using Lexical Teaching to Improve English Writing

Media Report About Climate Change in an English Online Malaysian Newspaper Through Thematic and Discourse Analysis Approaches

New Measures of Academic Collocation Knowledge: Wordlist-Based Test Development and Argument-Based Validation

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