1st Edition
Corpus Analysis in Different Genres Academic Discourse and Learner Corpora
This collection sheds light on the ways in which corpus linguistics and the use of learner corpora might be applied to the study of academic discourse, revealing linguistic and rhetorical patterns and insights into variation across a range of disciplinary genres. Organized into three sections, the book highlights key tools and methodologies in corpus analysis to study such features as discourse markers, lexical bundles, linguistic complexity, lexico-grammatical conventions, and modality in case studies in studies of academic discourse, both in a second language and in English for specific purposes. The volume features examples from disciplinary genres not often covered in the existing literature, including MA theses, academic book reviews, and online student forums. Taken together with the study of learner corpora, the book demonstrates the impact of corpus linguistic tools in better understanding linguistic patterns of specific languages and language use and in turn, their role in helping to identify the needs of language learners. The book will be of interest to students and scholars in corpus linguistics, applied linguistics, and English for Specific Purposes.
INTRODUCTION
María Luisa Carrió-Pastor
SECTION 1. CORPUS STUDIES ON ACADEMIC DISCOURSE
Chapter 1. Variation in the use of self-mentions in different specific fields of knowledge in academic English
María Luisa Carrió-Pastor
Chapter 2. The expression of gratitude in the prefaces of academic books in linguistics
Francisco Alonso-Almeida
Chapter 3. Criticism in Russian academic book reviews of the soviet and post-soviet periods
Alisa Kriukova
Chapter 4. Modal verb categories in English medical abstracts
Elena Quintana Toledo
Margarita Esther Sánchez Cuervo
Chapter 5. A disciplinary analysis of fairly in late modern English scientific writing
Francisco J. Álvarez-Gil
Chapter 6. An analysis of lexical bundles in English academic journal descriptions
Davide Simone Giannoni
Chapter 7. Collaborating with disciplinary experts in corpus compilation processes
Isabel Herrando-Rodrigo
Chapter 8. Researching academic genres, language and discourse with computer assisted qualitative data analysis software
Ana Bocanegra-Valle
SECTION 2. STUDIES ON LEARNER CORPORA
Chapter 9. A corpus-driven exploration of discourse markers in L2 academic texts
Višnja Pavičić Takač
Barbara Kružić
Sanja Vakanjac Ivezić
Chapter 10. Personal metadiscoursive markers in a final degree dissertations corpus on education sciences
Francisco Núñez-Román
Chapter 11. Interactional metadiscourse features in the written production made by Spanish EFL learners
Chiara Tasso
Chapter 12. Intercultural rhetoric in the written academic discourse: the rhetorical function of citation in English and Spanish by college students and expert writers
David Sánchez-Jiménez
Chapter 13. Measuring linguistic complexity and proficiency in learner academic English
Javier Pérez Guerra
Chapter 14. A new linguistic corpus in Catalan and the teaching of languages for specific purposes at university
Anna Montesinos López
Francesca Romero Forteza
Chapter 15. Overused bundles in the written academic English of Spanish EFL students
Miguel Fuster-Márquez
Jesús Fernández-Domínguez
Chapter 16. Verbs of vision in academic discourse: variations in the use of their non-literal senses in L1 expert, L1 non-expert and L2 non-expert writing
Hanna Skorczynska
Chapter 17. Showing emotion in academic discourse. A pragmatic analysis
Eva M. Mestre-Mestre
Chapter 18. Proofreading, the net and foreign language anxiety in the use of apology formulae in an online forum. A learner corpus study
Milagros Torrado-Cespón
Biography
María Luisa Carrió-Pastor is Professor of English Language at the Department of Applied Linguistics at Universitat Politècnica de València, Spain.
'The book is of interest to scholars and teachers, especially because of its strong empirical approach, represented by the practical insights obtained through the different case studies.’
Patrizia Anesa, University of Bergamo, RESLA Volume 35:1
