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E-grāmata: Academic Vocabulary in Context

  • Formāts: 217 pages
  • Sērija : Linguistic Insights 118
  • Izdošanas datums: 29-May-2010
  • Izdevniecība: Peter Lang AG, Internationaler Verlag der Wissenschaften
  • ISBN-13: 9783035100129
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Academic Vocabulary in ContextPalielināt
  • Formāts: 217 pages
  • Sērija : Linguistic Insights 118
  • Izdošanas datums: 29-May-2010
  • Izdevniecība: Peter Lang AG, Internationaler Verlag der Wissenschaften
  • ISBN-13: 9783035100129
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Academic texts present subject-specific ideas within a subject-independent framework. This book accounts for the presence of academic words in academic writing by exploring recurring patterns of function in texts representing different subject areas. The book presents a framework which describes academic word use at the ideational, textual and interpersonal levels. Functional categories are presented and illustrated which explain the role of academic words alongside general purpose and technical terms. The author examines biomedical research articles, and journal articles from arts, commerce and law. A comparable analysis focuses on university textbook chapters. Case studies investigate patterns of functionality within the main sections of research articles, compare word use in academic and non-academic texts reporting on the same research, and explore the carrier word function of academic vocabulary. The study concludes by looking at historical and contemporary processes which have shaped the presence of academic vocabulary in the English lexicon.

Recenzijas

«En definitiva, la obra de Hirsh tiene una gran utilidad potencial para todos los profesores de inglés con fines académicos puesto que permite conocer de forma fiable qué vocabulario académico tiene mįs relevancia de acuerdo con las diferentes disciplinas y géneros analizados (...).» (Izaskun Elorza, Revista de Lingüķstica y Lenguas Aplicadas)

Acknowledgements 9(2)
1 Introduction 11(4)
1.1 The focus of this book
11(4)
2 Academic vocabulary 15(18)
2.1 Identifying a distinct vocabulary
15(2)
2.2 Academic word lists from the 1970's
17(8)
2.2.1 Goals
17(1)
2.2.2 Text selection
18(2)
2.2.3 Vocabulary selection
20(5)
2.3 The University Word List
25(1)
2.4 The Academic Word List
25(5)
2.4.1 Goals
25(1)
2.4.2 Text selection
26(1)
2.4.3 Vocabulary selection
26(1)
2.4.4 Text coverage
27(1)
2.4.5 Frequency and dispersion
28(2)
2.5 Summary
30(3)
3 Theoretical contributions to a functional framework 33(12)
3.1 Functional layers
33(3)
3.2 Functional categories
36(6)
3.2.1 Ideational layer
37(2)
3.2.2 Textual layer
39(3)
3.2.3 Interpersonal layer
42(1)
3.3 Summary
42(3)
4 A functional framework for classifying academic word use 45(16)
4.1 The framework
45(2)
4.2 Functional categories
47(11)
4.2.1 Metatextual
47(2)
4.2.2 Extratactual
49(3)
4.2.3 Intratextual
52(2)
4.2.4 Scholarly process
54(1)
4.2.5 States of affairs
55(2)
4.2.6 Relations between entities
57(1)
4.2.7 Authoritative
57(1)
4.3 Validation
58(3)
5 Sections of a biomedical research article 61(28)
5.1 Lexical profile of Med1
62(2)
5.2 Functional categorisation of academic words
64(2)
5.3 Sections of text
66(20)
5.3.1 Summary section
66(5)
5.3.2 Introduction section
71(4)
5.3.3 Methods section
75(3)
5.3.4 Results section
78(4)
5.3.5 Discussion section
82(4)
5.4 Summary of findings
86(3)
6 Biomedical research articles 89(22)
6.1 Lexical profile of Med1, Med2 and Med3
90(1)
6.2 Functional categorisation of academic words
91(2)
6.3 Sections of text
93(6)
6.3.1 Summary section
93(2)
6.3.2 Introduction section
95(1)
6.3.3 Methods section
96(1)
6.3.4 Results section
97(1)
6.3.5 Discussion section
98(1)
6.4 Patterns within functional categories
99(10)
6.4.1 Metatextual
99(1)
6.4.2 Extratextual
100(3)
6.4.3 Intratextual
103(1)
6.4.4 Scholarly process
103(4)
6.4.5 States of affairs
107(1)
6.4.6 Relations between entities
108(1)
6.5 Summary of findings
109(2)
7 Research articles across subject areas 111(14)
7.1 Lexical profile of Soc1, Econ1, Law1 and Med1
111(1)
7.2 Functional categorisation of academic words
112(5)
7.2.1 Functional categorisation of Soc1
113(1)
7.2.2 Functional categorisation of Econ1
114(1)
7.2.3 Functional categorisation of Law1
115(2)
7.3 Patterns within functional categories
117(7)
7.3.1 Metatextual
117(1)
7.3.2 Extratextual
118(2)
7.3.3 Intratextual
120(1)
7.3.4 Scholarly process
121(1)
7.3.5 States of affairs
122(1)
7.3.6 Relations between entities
123(1)
7.4 Summary of findings
124(1)
8 Textbook chapters across subject areas 125(16)
8.1 Lexical profile of Chemtext1, Econtext1, Lawtext1 and Soctext1
126(1)
8.2 Functional categorisation of academic words
127(5)
8.2.1 Functional categorisation of Chemtext1
128(1)
8.2.2 Functional categorisation of Econtext1
129(1)
8.2.3 Functional categorisation of Lawtext1
130(1)
8.2.4 Functional categorisation of Soctext1
131(1)
8.3 Patterns within functional categories
132(6)
8.3.1 Metatextual
132(1)
8.3.2 Extratextual
133(1)
8.3.3 Intratextual
134(1)
8.3.4 Scholarly process
135(1)
8.3.5 States of affairs
136(1)
8.3.6 Relations between entities
137(1)
8.4 Summary of findings
138(3)
9 Comparison of journal and newspaper texts 141(16)
9.1 Lexical profile of Curr-Bio and Wash-Post
142(1)
9.2 Functional categorisation of academic words
143(2)
9.3 Representation of functional categories
145(6)
9.3.1 Metatextual
145(1)
9.3.2 Extratedual
146(1)
9.3.3 Iniratextual
147(1)
9.3.4 Scholarly process
148(1)
9.3.5 States of affairs
149(1)
9.3.6 Relations between entities
150(1)
9.3.7 Attitudinal
150(1)
9.4 Patterns of discourse
151(3)
9.5 Summary of findings
154(3)
10 Carrier words 157(8)
10.1 Academic words in a carrier word function
157(1)
10.2 Analysis of texts
158(5)
10.3 Summary of findings
163(2)
11 Conclusions 165(4)
11.1 What roles do academic words assume in academic writing?
165(1)
11.2 Final comments
166(3)
References 169(4)
Bibliography of texts analysed 173(2)
Appendix
1. Headwords of Academic Word List		 175(6)
Appendix
2. Textual analysis of Med1		 181(6)
Appendix
3. Textual analysis of Med2		 187(12)
Appendix
4. Textual analysis of Med3		 199(6)
Appendix
5. Textual analysis of Curr-Bio		 205(6)
Appendix
6. Textual analysis of Wash-Post		 211(4)
Index 215
The Author: David Hirsh is a lecturer in TESOL at the University of Sydney. His main research areas are vocabulary development, second language assessment, and academic adjustment. His research has appeared in Reading in a Foreign Language and Revue Franēaise de Linguistique Appliquée, and in the volumes Teaching Academic Writing and the Continuum Companion to Research Methods in Applied Linguistics. He is associate editor of the University of Sydney Papers in TESOL.
Biežāk uzdotie jautājumi par e-grāmatām Biežāk uzdotie jautājumi par e-grāmatām
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