The specialised vocabulary of English for academic purposes

Coxhead, Averil; Nation, Paul

doi:10.1017/cbo9781139524766.020

Cited by 124 publications

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“…The lexical complexity in these academic texts also make this reading task arduous. For example, the level of vocabulary from the AWL was above the 8.5% average provided by Coxhead and Nation (2001) in all three documents with Intel (2007) being the highest at 14.36 and the ETNO and WWW (2006) report also being higher than the project brief at 13.48% (Part 1 at 10.37% and Part 2 higher at 13.62%).…”

Section: Reading and Research (Tasks 1 3 And 5)mentioning

confidence: 85%

“…average provided by Coxhead and Nation (2001) with Part 1 at 10.37% (example in Appendix) being somewhat lower than Part 2 at 13.62% (Thondhlana & Smith, 2013). The readability measure (Child, 2010), averaged over Flesch-Kincaid, Gunning-Fog, Coleman-Liau, SMOG and Automated readability showed the document to have an average grade level of 12 (USA).…”

Section: Reading and Research (Tasks 1 3 And 5)mentioning

confidence: 99%

“…This provides a suitable goal for initial second language learning (Nation and Waring, 1997). The AWL, developed by Avril Coxhead, identifies 570 words commonly found in academic texts; for an academic document, Coxhead and Nation (2001) show that the percentage of vocabulary from the AWL is generally 8.5%.…”

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confidence: 99%

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The EAP competencies in a group case study project as revealed by a task analysis

Smith

Thondhlana

2015

Journal of English for Academic Purposes

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Section: Reading and Research (Tasks 1 3 And 5)mentioning

confidence: 85%

Section: Reading and Research (Tasks 1 3 And 5)mentioning

confidence: 99%

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The EAP competencies in a group case study project as revealed by a task analysis

Smith

Thondhlana

2015

Journal of English for Academic Purposes

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“…Words such as assume, establish, and major are included in the list. This is referred to as the Academic Word List (AWL), and it covers about 8.5% to 10% of the vocabulary found in academic texts (Coxhead & Nation, 2001). Hence, English learners especially students are strongly recommended to learn the words in the AWL in addition to those in the GSL if they have to read academic texts such as SBMPTN text.…”

Section: Resultsmentioning

confidence: 99%

Using Corpus-Based Analysis to Explore the Academic Word Lists (AWL) Emerged in English Manuscript of SBMPTN Tests

Sari¹

2018

Proceedings of the International Conference on Language Phenomena in Multimodal Communication (KLUA 2018)

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The purpose of this study is to investigate the Academic Word Lists (AWL) as a mode in language and learning. The data source of this study were the English manuscript of SBMPTN tests for the last five years (2013 -2017). Then, the data were analyzed by using AntWord Profiler 1.4.0w to find out the Academic Word Lists and using AntConc.exe to figure out the concordance of the Academic Word Lists appeared, respectively. The finding of this study presented the percent token of Academic Word Lists in each year. Furthermore, this study also found the words which are frequently existed in English Manuscript of SBMPTN tests for the last five years. By recognizing the Academic Word Lists appeared, this study is expected to assist graduated students who prepare their English comprehension in order to get the best result in SBMPTN test.Keywords: Academic Word Lists; corpus; SBMPTN IntroductionThe competition in educational field is increasingly strict. Every student tries to compete each other in order to be able to get in to best school or college as they dreamt about, especially for grade twelve of senior high school students. They only have time which is less than a year to prepare all the materials needed for competing with their peers in the SBMPTN test. Cited from www.sbmtpn.ac.id, SBMPTN (Seleksi Bersama Masuk Perguruan Tinggi Negeri) is a selection of new admissions through a written exam or combination of written and skill exam result. The implementation of SBMPTN 2018 consists of Printed Writing Exam (UTBC) and Computer Based Writing Exam (UTBK) which can be followed by graduated students in 2016, 2017, 2018 from secondary school (SMA/MA/SMK) and graduated Package C in 2016Package C in , 2017Package C in , 2018.One of the material tested for English subject in SBMPTN test is reading comprehension. According to Hu and Nation (2000), comprehensive reading is one of the key of successful language learning. SBMPTN test takers are expected to possess a critical mass of English knowledge, including inferring the meanings of the unknown word from context, identifying the argument structure, and distinguishing idiomatic constructions. In order to comprehend the reading passage well, each test takers must understand at least 80% from the reading passage. Most of learners have found difficulties in apprehending the English words which they rarely hear in everyday use. These words included into Academic Word List (AWL).The Academic Word List (AWL) was released in the year 2000 by Averil Coxhead from the school of Linguistics and Applied Language Studies at Victoria University of Wellington, New Zealand. The list contains 570 word families which were selected by analyzing a corpus of millions of words from over 400 academic texts. The AWL was developed to provide learners of academic English to target their vocabulary development for all academic disciplines. It was primarily made so that it could be used by teacher as part of a program preparing learners for tertiary level study or used by students working al...

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“…In order to discuss the type of verbs that pose problems for students, it is useful to consider the different types of vocabulary in academic discourse. Coxhead and Nation (2001) divide vocabulary in academic texts into four categories: high frequency words, academic vocabulary, technical vocabulary, and low frequency words. High frequency words, the most frequent 2,000 words of English, account for around 80% of the running words of academic texts (Nation, 2001).…”

Section: Methodsmentioning

confidence: 99%

Exploring atypical verb+noun combinations in learner technical writing

Marco¹

2011

ijes

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Professional and academic discourse is characterised by a specific phraseology, which usually poses problems for students. This paper investigates atypical verb+noun collocations in a corpus of English technical writing of Spanish students. I focus on the type of verbs that most frequently occurred in these awkward or questionable combinations and attempt to explore the reasons why the learners deviate from NS's norms. The analysis indicates that these learners tend to have problems with a set of sub-technical and high-frequency verbs. Deviant combinations involving these verbs are frequently the result of a deficient knowledge of the phraseology of academic and technical discourse. The unawareness of collocations that are typical of this discourse often leads students to create V+N combinations by relying on the "Open Choice Principle" (Sinclair, 1991) or by using patterns from their mother tongue.KEYWORDS: learner corpora, technical writing, collocation, sub-technical vocabulary, high-frequency verbs. RESUMENEl discurso profesional y académico se caracteriza por una fraseología específica, que suele plantear problemas a los estudiantes. Este artículo investiga colocaciones de verbo+nombre atípicas en un corpus de textos técnicos en inglés escritos por estudiantes españoles. El estudio se centra en los verbos que más frecuentemente aparecen en estas combinaciones atípicas y explora las razones por las que los estudiantes se desvían de la norma. El análisis indica que estos estudiantes suelen tener problemas con un grupo de verbos sub-técnicos y verbos de alta frecuencia. Las combinaciones atípicas en las que estos verbos aparecen son frecuentemente el resultado de un conocimiento deficiente de la fraseología del discurso académico y técnico. El desconocimiento de colocaciones que son típicas de este discurso a menudo lleva a los estudiantes a crear combinaciones basándose en el "principio de opción abierta" (Sinclair, 1991) o a usar colocaciones prestadas de su lengua materna.

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The specialised vocabulary of English for academic purposes

Cited by 124 publications

References 0 publications

The EAP competencies in a group case study project as revealed by a task analysis

The EAP competencies in a group case study project as revealed by a task analysis

Using Corpus-Based Analysis to Explore the Academic Word Lists (AWL) Emerged in English Manuscript of SBMPTN Tests

Exploring atypical verb+noun combinations in learner technical writing

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