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John Benjamins Publishing Company
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201611101725
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Studies in Corpus Linguistics
66
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Corpus-based Research in Applied Linguistics
Studies in Honor of Doug Biber
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scl.66
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https://benjamins.com
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https://benjamins.com/catalog/scl.66
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B01
Viviana Cortes
Cortes, Viviana
Viviana
Cortes
Georgia State University
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Eniko Csomay
Csomay, Eniko
Eniko
Csomay
San Diego State University
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eng
238
xix
219
LAN009000
v.2006
CFX
2
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JB Subject Scheme
LIN.APPL
Applied linguistics
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LIN.CORP
Corpus linguistics
06
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This volume comprises nine contributions that were written by up-and-coming corpus-based researchers with varied areas of expertise, who were all disciples of Douglas Biber sometime in the past two decades. These papers cover a wide variety of linguistic analyses and describe the principles of the Flagstaff school: a careful procedure for language corpora collection with special consideration for corpus size, representativeness, sampling and systematic analysis; the use of computer programming abilities that allow the posing of corpus-based research questions never asked before; and a strong emphasis on the combination of quantitative methods based on sound and innovative statistical procedures complemented with comprehensive qualitative functional analyses of the language. This volume has been edited in honor of Douglas Biber, a pioneer of the American school of corpus-based research.
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Michael McCarthy
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McCarthy
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Introduction
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xx
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Douglas Biber and the Flagstaff School of corpus-based research
An introduction
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Viviana Cortes
Cortes, Viviana
Viviana
Cortes
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Eniko Csomay
Csomay, Eniko
Eniko
Csomay
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A corpus-based analysis of linguistic variation in teacher and student presentations in university settings
A
corpus-based analysis of linguistic variation in teacher and student presentations in university settings
1
A01
Eniko Csomay
Csomay, Eniko
Eniko
Csomay
01
This study investigates patterns of language use in professional presentations by teachers and students in a university setting. A 271,500 word corpus was compiled using 122 teacher presentation segments extracted from a previously collected large corpus of classroom discourse and 69 student presentations recorded at a student research symposium and transcribed. Student and teacher presentations were compared based on the dimensions of linguistic variation in university settings (Biber & Conrad 2009). Findings show that while presenting, teachers use significantly more features associated with oral and content-focused discourse as well as more teacher stance features. In contrast, students, use more features of literate and procedural discourse with no stance features. Keywords: Multi-dimensional analysis; spoken academic corpus; participant language use
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JB code
scl.66.02fri
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48
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Article
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Telephone interactions
A multidimensional comparison
1
A01
Eric Friginal
Friginal, Eric
Eric
Friginal
01
This chapter presents the functional features of linguistic dimensions from three telephone-based interactions: (1) customer service transactions (Call Center corpus), (2) telephone conversations between friends and family members (Call Home corpus), and (3) spontaneous telephone exchanges between participants discussing topics identified by fixed prompts (Switchboard corpus). These three telephone-based corpora are then compared with data from face-to-face English conversation (American English Conversation corpus). Linguistic comparisons across these registers followed a corpus-based, multidimensional analytical approach developed by Biber (1988) using established dimensions of customer service talk from Friginal (2008). Results suggest that variation in these spoken interactions is largely influenced by the nature of conversational tasks and the use of the telephone as a medium in communicating ideas, opinions, or instructions. Keywords: Multidimensional analysis; spoken corpora; telephone interactions
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scl.66.03gra
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On the complexity of academic writing
Disciplinary variation and structural complexity
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Bethany Gray
Gray, Bethany
Bethany
Gray
01
Building upon renewed research on the pervasive phrasal or nominal style of academic writing, I investigate the use of phrasal compression and clausal elaboration structures in research articles across six academic disciplines. Results indicate that all disciplines rely on phrasal complexity features to a much greater extent than clausal features. However, these results also show systematic patterns of variation across disciplines, with hard sciences (physics, biology) exhibiting the densest use of phrasal features, followed by social sciences (applied linguistics, political science), and then humanities disciplines (history, philosophy). Furthermore, the patterns for clausal features displayed the opposite trend: most frequent in humanities and least frequent in hard sciences. Keywords: Complexity; clausal elaboration; phrasal compression; disciplinary writing; informational discourse; research articles
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scl.66.04alb
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98
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Article
8
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Telling by omission
Hedging and negative evaluation in academic recommendation letters
1
A01
Mohammed Albakry
Albakry, Mohammed
Mohammed
Albakry
01
This corpus-based study explores some of the linguistic and discursive aspects of framing positive and negative information – mainly modals, evaluative adjectives, and mitigation strategies – in recommendation letters. The corpus is comprised of 114 letters of recommendation spanning three years of applications to an English Ph.D. program, approximately 46,000 words. The results reveal consistent patterns in the way different types of modals and their associated collocates are used to hedge predictions, and the analysis identifies the discursive frames of the most common mitigation strategies in presenting potentially negative information about applicants. The study illustrates the need to combine both corpus-based quantitative and qualitative methods for a more robust and fine-grained analysis of evaluative language in this occluded genre. Keywords: Recommendation letters; evaluative language; modals; negative presentation; mitigation strategies; occluded genres
10
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JB code
scl.66.05urz
99
122
24
Article
9
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Corpora, context, and language teachers
Teacher involvement in a local learner corpus project
1
A01
Alfredo Urzua
Urzua, Alfredo
Alfredo
Urzua
01
The language teacher is an often neglected figure in learner corpora projects, including those whose aim is to apply corpus findings to second language pedagogy. Even though teacher mediation is critical to the potential success of corpus-informed instructional practices, the literature seldom addresses specific ways to get classroom teachers involved in the process of designing, collecting, and exploring learner corpus data. This chapter describes a learner corpus project in which the participation of local English language teachers was actively recruited throughout the project. The author describes ways in which teachers were involved in the project and illustrates the benefits of such a process with examples from a corpus-based study he conducted in the same local language teaching context. Keywords: Learner corpus; teacher involvement; contextualization
10
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JB code
scl.66.06mil
123
146
24
Article
10
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The challenge of constructing a reliable word list: An exploratory corpus-based analysis of lexical variability in introductory Psychology textbooks
The
challenge of constructing a reliable word list: An exploratory corpus-based analysis of lexical variability in introductory Psychology textbooks
1
A01
Don Miller
Miller, Don
Don
Miller
01
This study highlights the methodological challenges inherent in reliably capturing meaningful sets of vocabulary for instructional focus. An analysis of a 3.1 million-word corpus of introductory psychology textbooks suggests that, while comparatively large, and, thus, presumably representative of the lexical variability in the target domain, this corpus was unable to capture a stable list of “important” words. Findings highlight an important issue requiring further investigation in corpus-based vocabulary research: the extent to which corpora – and the word lists based on them – reliably represent the lexical variability of their target domains. Keywords: Corpus representativeness; lexical diversity; word list reliability
10
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JB code
scl.66.07bal
147
176
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Article
11
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Corpus linguistics and New Englishes
1
A01
Chandrika Balasubramanian
Balasubramanian, Chandrika
Chandrika
Balasubramanian
01
The rising status of English as a world language has resulted in the emergence of new varieties of English that have been legitimized by such expressions as New Englishes and New Varieties of English. Accepting the idea of New Englishes has allowed much-needed movement away from the previously accepted notions of nativeness and non-nativeness (Mesthrie 2010), and today, they are seen as systems unto themselves as opposed to deviant forms of traditional native varieties (Jenkins 2003). The current study investigates spoken and written registers of contemporary Indian English and demonstrates, through the investigation of WH-questions, and the circumstance adverbials <i>also</i> and <i>only</i> that Indian English shows the same kind of internal variation present in more traditional “native” varieties. Keywords: Indian English; register; circumstance adverbials; wh-questions
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scl.66.08kec
177
196
20
Article
12
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Investigating textual borrowing in academic discourse
The need for a corpus-based approach
1
A01
Casey Keck
Keck, Casey
Casey
Keck
01
Over the past few decades, corpus-based investigations have contributed greatly to our understanding of academic discourse. One important domain of academic language use, however, has yet to be fully explored from a corpus-based perspective: textual borrowing. Though it is widely recognized that much of what we write in the academy is in some way based upon what has been written before, little is known about when, how often, and in what ways academic writers re-use the language of others. In this paper, I describe my own attempts to provide corpus-based descriptions of student paraphrasing, I highlight the ways in which this research has challenged assumptions about student source text use, and I outline possible directions for future textual borrowing research. Keywords: Academic discourse; textual borrowing; paraphrasing; corpus linguistics
10
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JB code
scl.66.09cor
197
216
20
Article
13
01
Situating lexical bundles in the formulaic language spectrum
Origins and functional analysis developments
1
A01
Viviana Cortes
Cortes, Viviana
Viviana
Cortes
01
If Douglas Biber and his collaborators in the Longman Grammar of Spoken and Written English (Biber et al. 1999) had not devoted a great deal of work to replicate the corpus-driven methodology used by Bent Altenberg (1993) in the identification and analysis of recurrent word combinations, chances are lexical bundles and the dozens of studies of lexical bundles conducted in the last decade would not have come to exist. This chapter outlines the development of the study of these expressions, which have generated a strong area of research for discourse analysis, particularly analyses of academic prose in a wide variety of text types: research articles, dissertations and theses, and textbooks, among many others. Keywords: Lexical bundles; formulaic language; move analysis
10
01
JB code
scl.66.10ind
217
220
4
Article
14
01
Index
02
JBENJAMINS
John Benjamins Publishing Company
01
John Benjamins Publishing Company
Amsterdam/Philadelphia
NL
04
20150114
2015
John Benjamins B.V.
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9789027203748
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JB
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John Benjamins e-Platform
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jbe-platform.com
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973011212
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John Benjamins Publishing Company
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JB code
SCL 66 Hb
15
9789027203748
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2014040088
BB
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SCL
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1388-0373
Studies in Corpus Linguistics
66
01
Corpus-based Research in Applied Linguistics
Studies in Honor of Doug Biber
01
scl.66
01
https://benjamins.com
02
https://benjamins.com/catalog/scl.66
1
B01
Viviana Cortes
Cortes, Viviana
Viviana
Cortes
Georgia State University
2
B01
Eniko Csomay
Csomay, Eniko
Eniko
Csomay
San Diego State University
01
eng
238
xix
219
LAN009000
v.2006
CFX
2
24
JB Subject Scheme
LIN.APPL
Applied linguistics
24
JB Subject Scheme
LIN.CORP
Corpus linguistics
06
01
This volume comprises nine contributions that were written by up-and-coming corpus-based researchers with varied areas of expertise, who were all disciples of Douglas Biber sometime in the past two decades. These papers cover a wide variety of linguistic analyses and describe the principles of the Flagstaff school: a careful procedure for language corpora collection with special consideration for corpus size, representativeness, sampling and systematic analysis; the use of computer programming abilities that allow the posing of corpus-based research questions never asked before; and a strong emphasis on the combination of quantitative methods based on sound and innovative statistical procedures complemented with comprehensive qualitative functional analyses of the language. This volume has been edited in honor of Douglas Biber, a pioneer of the American school of corpus-based research.
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09
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https://benjamins.com/covers/475/scl.66.png
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03
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https://benjamins.com/covers/475_jpg/9789027203748.jpg
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vii
viii
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Article
1
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List of Contributors
10
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JB code
scl.66.002for
ix
xiv
6
Miscellaneous
2
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Foreword
1
A01
Michael McCarthy
McCarthy, Michael
Michael
McCarthy
10
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JB code
scl.66.03int
Section header
3
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Introduction
10
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JB code
scl.66.004cor
xv
xx
6
Article
4
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Douglas Biber and the Flagstaff School of corpus-based research
An introduction
1
A01
Viviana Cortes
Cortes, Viviana
Viviana
Cortes
2
A01
Eniko Csomay
Csomay, Eniko
Eniko
Csomay
10
01
JB code
scl.66.01cso
1
24
24
Article
5
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A corpus-based analysis of linguistic variation in teacher and student presentations in university settings
A
corpus-based analysis of linguistic variation in teacher and student presentations in university settings
1
A01
Eniko Csomay
Csomay, Eniko
Eniko
Csomay
01
This study investigates patterns of language use in professional presentations by teachers and students in a university setting. A 271,500 word corpus was compiled using 122 teacher presentation segments extracted from a previously collected large corpus of classroom discourse and 69 student presentations recorded at a student research symposium and transcribed. Student and teacher presentations were compared based on the dimensions of linguistic variation in university settings (Biber & Conrad 2009). Findings show that while presenting, teachers use significantly more features associated with oral and content-focused discourse as well as more teacher stance features. In contrast, students, use more features of literate and procedural discourse with no stance features. Keywords: Multi-dimensional analysis; spoken academic corpus; participant language use
10
01
JB code
scl.66.02fri
25
48
24
Article
6
01
Telephone interactions
A multidimensional comparison
1
A01
Eric Friginal
Friginal, Eric
Eric
Friginal
01
This chapter presents the functional features of linguistic dimensions from three telephone-based interactions: (1) customer service transactions (Call Center corpus), (2) telephone conversations between friends and family members (Call Home corpus), and (3) spontaneous telephone exchanges between participants discussing topics identified by fixed prompts (Switchboard corpus). These three telephone-based corpora are then compared with data from face-to-face English conversation (American English Conversation corpus). Linguistic comparisons across these registers followed a corpus-based, multidimensional analytical approach developed by Biber (1988) using established dimensions of customer service talk from Friginal (2008). Results suggest that variation in these spoken interactions is largely influenced by the nature of conversational tasks and the use of the telephone as a medium in communicating ideas, opinions, or instructions. Keywords: Multidimensional analysis; spoken corpora; telephone interactions
10
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JB code
scl.66.03gra
49
78
30
Article
7
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On the complexity of academic writing
Disciplinary variation and structural complexity
1
A01
Bethany Gray
Gray, Bethany
Bethany
Gray
01
Building upon renewed research on the pervasive phrasal or nominal style of academic writing, I investigate the use of phrasal compression and clausal elaboration structures in research articles across six academic disciplines. Results indicate that all disciplines rely on phrasal complexity features to a much greater extent than clausal features. However, these results also show systematic patterns of variation across disciplines, with hard sciences (physics, biology) exhibiting the densest use of phrasal features, followed by social sciences (applied linguistics, political science), and then humanities disciplines (history, philosophy). Furthermore, the patterns for clausal features displayed the opposite trend: most frequent in humanities and least frequent in hard sciences. Keywords: Complexity; clausal elaboration; phrasal compression; disciplinary writing; informational discourse; research articles
10
01
JB code
scl.66.04alb
79
98
20
Article
8
01
Telling by omission
Hedging and negative evaluation in academic recommendation letters
1
A01
Mohammed Albakry
Albakry, Mohammed
Mohammed
Albakry
01
This corpus-based study explores some of the linguistic and discursive aspects of framing positive and negative information – mainly modals, evaluative adjectives, and mitigation strategies – in recommendation letters. The corpus is comprised of 114 letters of recommendation spanning three years of applications to an English Ph.D. program, approximately 46,000 words. The results reveal consistent patterns in the way different types of modals and their associated collocates are used to hedge predictions, and the analysis identifies the discursive frames of the most common mitigation strategies in presenting potentially negative information about applicants. The study illustrates the need to combine both corpus-based quantitative and qualitative methods for a more robust and fine-grained analysis of evaluative language in this occluded genre. Keywords: Recommendation letters; evaluative language; modals; negative presentation; mitigation strategies; occluded genres
10
01
JB code
scl.66.05urz
99
122
24
Article
9
01
Corpora, context, and language teachers
Teacher involvement in a local learner corpus project
1
A01
Alfredo Urzua
Urzua, Alfredo
Alfredo
Urzua
01
The language teacher is an often neglected figure in learner corpora projects, including those whose aim is to apply corpus findings to second language pedagogy. Even though teacher mediation is critical to the potential success of corpus-informed instructional practices, the literature seldom addresses specific ways to get classroom teachers involved in the process of designing, collecting, and exploring learner corpus data. This chapter describes a learner corpus project in which the participation of local English language teachers was actively recruited throughout the project. The author describes ways in which teachers were involved in the project and illustrates the benefits of such a process with examples from a corpus-based study he conducted in the same local language teaching context. Keywords: Learner corpus; teacher involvement; contextualization
10
01
JB code
scl.66.06mil
123
146
24
Article
10
01
The challenge of constructing a reliable word list: An exploratory corpus-based analysis of lexical variability in introductory Psychology textbooks
The
challenge of constructing a reliable word list: An exploratory corpus-based analysis of lexical variability in introductory Psychology textbooks
1
A01
Don Miller
Miller, Don
Don
Miller
01
This study highlights the methodological challenges inherent in reliably capturing meaningful sets of vocabulary for instructional focus. An analysis of a 3.1 million-word corpus of introductory psychology textbooks suggests that, while comparatively large, and, thus, presumably representative of the lexical variability in the target domain, this corpus was unable to capture a stable list of “important” words. Findings highlight an important issue requiring further investigation in corpus-based vocabulary research: the extent to which corpora – and the word lists based on them – reliably represent the lexical variability of their target domains. Keywords: Corpus representativeness; lexical diversity; word list reliability
10
01
JB code
scl.66.07bal
147
176
30
Article
11
01
Corpus linguistics and New Englishes
1
A01
Chandrika Balasubramanian
Balasubramanian, Chandrika
Chandrika
Balasubramanian
01
The rising status of English as a world language has resulted in the emergence of new varieties of English that have been legitimized by such expressions as New Englishes and New Varieties of English. Accepting the idea of New Englishes has allowed much-needed movement away from the previously accepted notions of nativeness and non-nativeness (Mesthrie 2010), and today, they are seen as systems unto themselves as opposed to deviant forms of traditional native varieties (Jenkins 2003). The current study investigates spoken and written registers of contemporary Indian English and demonstrates, through the investigation of WH-questions, and the circumstance adverbials <i>also</i> and <i>only</i> that Indian English shows the same kind of internal variation present in more traditional “native” varieties. Keywords: Indian English; register; circumstance adverbials; wh-questions
10
01
JB code
scl.66.08kec
177
196
20
Article
12
01
Investigating textual borrowing in academic discourse
The need for a corpus-based approach
1
A01
Casey Keck
Keck, Casey
Casey
Keck
01
Over the past few decades, corpus-based investigations have contributed greatly to our understanding of academic discourse. One important domain of academic language use, however, has yet to be fully explored from a corpus-based perspective: textual borrowing. Though it is widely recognized that much of what we write in the academy is in some way based upon what has been written before, little is known about when, how often, and in what ways academic writers re-use the language of others. In this paper, I describe my own attempts to provide corpus-based descriptions of student paraphrasing, I highlight the ways in which this research has challenged assumptions about student source text use, and I outline possible directions for future textual borrowing research. Keywords: Academic discourse; textual borrowing; paraphrasing; corpus linguistics
10
01
JB code
scl.66.09cor
197
216
20
Article
13
01
Situating lexical bundles in the formulaic language spectrum
Origins and functional analysis developments
1
A01
Viviana Cortes
Cortes, Viviana
Viviana
Cortes
01
If Douglas Biber and his collaborators in the Longman Grammar of Spoken and Written English (Biber et al. 1999) had not devoted a great deal of work to replicate the corpus-driven methodology used by Bent Altenberg (1993) in the identification and analysis of recurrent word combinations, chances are lexical bundles and the dozens of studies of lexical bundles conducted in the last decade would not have come to exist. This chapter outlines the development of the study of these expressions, which have generated a strong area of research for discourse analysis, particularly analyses of academic prose in a wide variety of text types: research articles, dissertations and theses, and textbooks, among many others. Keywords: Lexical bundles; formulaic language; move analysis
10
01
JB code
scl.66.10ind
217
220
4
Article
14
01
Index
02
JBENJAMINS
John Benjamins Publishing Company
01
John Benjamins Publishing Company
Amsterdam/Philadelphia
NL
04
20150114
2015
John Benjamins B.V.
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John Benjamins Publishing Company
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