KaydedilenlerDerginizi ekleyin

Dergiler / Eurasian Journal of Applied Linguistics / 2020 / Cilt: 6 - Sayı: 1

A phraseological examination of research articles in the field of environment using key phrase frame

Elyas Barabadi
Mohammad Ali Robatjazi
Mokarrameh Bayat
Sayfa
81–100
Yayın Tarihi
2022-10-18
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Pedagogically speaking, L2 learners are recommended to develop a richrepertoire of formulaic sequences such as key phrase frames which are considered the cornerstone ofacademic discourse.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:Given that formulaic sequences play an important role in enhancing L2 learners' academic writing skillsand that phraseological sequences constitute a large proportion of written discourse, the current studywas an attempt to draw up a list of key phrase frames– phraseological sequences with a variable slot– ina corpus of research articles (RAs) in the field of environment.
📊
Temel Bulgular & Veri:This resulted in the generation of 65 four-word and 20 five-word keyphrase frames specific to the field of environment.
💡
Sonuç & Katkı:Pedagogically speaking, L2 learners are recommended to develop a richrepertoire of formulaic sequences such as key phrase frames which are considered the cornerstone ofacademic discourse.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Alan Parametreleri

Abstract

Given that formulaic sequences play an important role in enhancing L2 learners' academic writing skillsand that phraseological sequences constitute a large proportion of written discourse, the current studywas an attempt to draw up a list of key phrase frames– phraseological sequences with a variable slot– ina corpus of research articles (RAs) in the field of environment. A complete list of such frames, extractedby kfNgram software, was subjected to a series of corpus statistics such as frequency, range, andkeyness, as well as manual filtering. This resulted in the generation of 65 four-word and 20 five-word keyphrase frames specific to the field of environment. Structural analysis revealed that the vast majority ofthese key phrase frames were content word sequences, while functionally most of them belonged toreferential expressions. Pedagogically speaking, L2 learners are recommended to develop a richrepertoire of formulaic sequences such as key phrase frames which are considered the cornerstone ofacademic discourse.

🔖

Bu Makaleye Atıf Yap

Barabadi, E., Robatjazi, M. A., Bayat, M. (2022). A phraseological examination of research articles in the field of environment using key phrase frame. Eurasian Journal of Applied Linguistics, Cilt: 6 - Sayı: 1, 81–100. https://ajindex.com/articles/506991

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (10)

  1. AlHassan, L., & Wood, D. (2015). The effectiveness of focused instruction of formulaic sequences in augmenting L2 learners' academic writing skills: A quantitative research study. Journal of English for Academic Purposes, 17, 51-62.
  2. Anthony, L. (2014). Antconc 3.2.4m [computer software]. Tokyo, Japan: Waseda University. Bestgen, Y. (2017). Beyond single-word measures: L2 writing assessment, lexical richness and formulaic competence. System, 69, 65-78.
  3. Biber, D., Conrad, S., & Cortes, V. (2004). If you look at…: Lexical bundles in university teaching and textbooks. Applied linguistics, 25(3), 371-405.
  4. Biber, D. (2006). University language: A corpus-based study of spoken and written registers. Amsterdam: John Benjamins. Biber, D. (2009). A corpus-driven approach to formulaic language in English: Multi-word patterns in speech and writing. International Journal of Corpus Linguistics, 14 (3), 275- 311. Biber, D., & Gray, B. (2010). Challenging stereotypes about academic writing: Complexity, elaboration, explicitness. Journal of English for Academic Purposes, 9(1), 2–20.
  5. Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). Longman Grammar of Spoken and Written English. London: Longman. Boers, F., & Lindstromberg, S. (2012). Experimental and intervention studies on formulaic sequences in a second language. Annual Review of Applied Linguistics, 32, 83-110.
  6. Chen, Y. H., & Baker, P. (2010). Lexical bundles in L1 and L2 academic writing. Language Learning & Technology, 14(2), 30–49.
  7. Cheng, W., Greaves, C., & Warren, M. (2006). From n-gram to skipgram to concgram. International Journal of Corpus Linguistics, 11(4), 411-43.
  8. Cunningham, J. K. (2017). A phraseological exploration of recent mathematics research articles through key phrase frames. Journal of English for Academic Purposes, 25, 71-83.
  9. Ding, Y. (2007). Text memorization and imitation: the practices of successful Chinese learners of English. System, 35(2), 271-280.
  10. Eeg-Olofsson, M., & Altenberg, B. (1994). Discontinuous recurrent word combinations in the London-Lund Corpus. In U. Fries, G. Tottie and P. Schneider (Eds.). Creating and csing English language corpora: Papers from the fourteenth international conference on English language research on computerized corpora Zurich 1993 (pp. 63-77). Amsterdam: Rodopi. Ellis, N. C., Simpson-Vlach, R., & Maynard, C. (2008). Formulaic language in native and second language speakers: Psycholinguistics, corpus linguistics, and TESOL. TESOL Quarterly, 42(