By Magali Paquot

An research of educational vocabulary within the foreign Corpus of Learner English. >

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Extra info for Academic Vocabulary in Learner Writing: From Extraction to Analysis (Corpus And Discourse)

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2. Annotate: manual or automatic analysis of the corpus. 30 Academic Vocabulary in Learner Writing 3. Retrieve: quantitative and qualitative analyses of the corpus. 4. Question: devise a research question or model (iteration back to Step 3). 5. Interpret: interpretation of the results or confirmation of the accuracy of the model. Studies that make use of the data-driven approach first focus on whole texts (Step 3) and then refine the research question or suggest specific linguistic features to study in further detail (Step 4).

Some researchers, however, do not agree that vocabulary categories can be described as if they were clearly separable. In this section, the notions of core vocabulary, academic vocabulary and technical terms are described and illustrated. The criticisms levelled at the division of vocabulary into mutually exclusive lists are then reviewed. 1. Core vocabulary A core (or basic or nuclear) vocabulary consists of words that are of high frequency in most uses of the language. g. a, about, be, by, do, he, I, some and to) and content words like bag, lesson, person, put and suggest.

The lexico-grammatical environment of the verb will help differentiate its ‘distinct (though not unconnected)’ (Hoey, 2005: 105) senses (see also Sinclair, 1987; 1991). What is academic vocabulary? 5. Summary and conclusion There have been several studies that have investigated the vocabulary needed for academic study. Some of them have assumed that learners already knew the 2,000 most frequent words of English and looked at academic texts to see what words not in the core vocabulary occur frequently across a range of academic disciplines.

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