Academic vocabulary in learner writing : from extraction to by Magali Paquot

By Magali Paquot

Educational vocabulary is in type, as witnessed by way of the expanding variety of textbooks released at the subject. within the first a part of educational Vocabulary in Learner Writing, Magali Paquot scrutinizes the idea that of ̀academic vocabulary' and proposes a corpus-driven method in response to the standards of keyness, diversity and evenness of distribution to pick educational phrases that may be a part of a common-core academic Read more...


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

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These words may be used differently in academic discourse. For example, Partington (1998: 98) has shown that a claim in academic or argumentative texts is not the same as in news reporting or a legal report. g. adult, drama, sex, tape) (Paquot, 2007a). Hanciog˘lu et al. , 2008: 462). : 463). Originating from research on vocabulary needs for reading comprehension and text coverage, the division between core words and academic words is very practical for assessing text difficulty and targeting words that are worthy of explanation when reading an academic text in the classroom.

Technical terms occur with very high or at least moderate frequency within a very limited range of texts (Nation and Hwang, 1995). In biology, for example, we find words such as alleles, genotype, chromatid, cytoplasm and abiotic. These words are very unlikely to occur in texts from other disciplines or subject areas. Technical vocabulary is difficult to quantify. According to Coxhead and Nation (2001), technical dictionaries contain probably 1,000 headwords or less per subject area. Research suggests that knowledge of domain-specific or technical terms allows learners to understand an additional 5 per cent of academic texts in a specific discipline.

3. Frequency: a word family had to occur at least 100 times in the Academic Corpus. 5 per cent of the running words in academic texts. By contrast, it accounts for a very small percentage of words in other types of texts such as novels, suggesting that the AWL’s word families are closely associated with academic writing (Coxhead, 2000: 225). It is divided into 10 sublists ordered according to decreasing word-family frequency. Some of the most frequent word families included in Sublist 1 are headed by the word forms analyse, benefit, context, environment, formula, issue, labour, research, significant and What is academic vocabulary?

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