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E-grāmata: Grammatical Complexity in Academic English: Linguistic Change in Writing

(Northern Arizona University), (Iowa State University)
  • Formāts: EPUB+DRM
  • Sērija : Studies in English Language
  • Izdošanas datums: 26-May-2016
  • Izdevniecība: Cambridge University Press
  • Valoda: eng
  • ISBN-13: 9781316461235
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Grammatical Complexity in Academic English: Linguistic Change in WritingPalielināt
  • Formāts: EPUB+DRM
  • Sērija : Studies in English Language
  • Izdošanas datums: 26-May-2016
  • Izdevniecība: Cambridge University Press
  • Valoda: eng
  • ISBN-13: 9781316461235
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Grammatical Complexity in Academic English uses corpus-based analyses to challenge a number of dominant stereotypes and assumptions within linguistics. Biber and Gray tackle the nature of grammatical complexity, demonstrating that embedded phrasal structures are as important as embedded dependent clauses. The authors also overturn ingrained assumptions about linguistic change, showing that grammatical change occurs in writing as well as speech. This work establishes that academic writing is structurally compressed (rather than elaborated); that it is often not explicit in the expression of meaning; and that scientific academic writing has been the locus of some of the most important grammatical changes in English over the past 200 years (rather than being conservative and resistant to change). Supported throughout with textual evidence, this work is essential reading for discourse analysts, sociolinguists, and applied linguists, as well as descriptive linguists and historical linguists.

Recenzijas

'This book is most useful for linguists or academic scholars interested in language change, textual features (especially as those features intersect with communicative or social functions), and/or corpus-based research.' Jessie Sams, Linguist List

Papildus informācija

Using corpus-based analyses, the book challenges widely held beliefs about grammatical complexity, academic writing, and linguistic change in written English.
List of figures
x
List of tables
xiii
1 Academic writing: Challenging the stereotypes
1(42)
1.1 Academese: Obtuse or informational?
1(4)
1.2 Describing the grammar of academic writing
5(22)
1.2.1 Academic written texts: All basically the same?
7(7)
1.2.2 Academic writing: Complex grammar and explicit meanings?
14(5)
1.2.3 Academic writing: Resistant to change or dynamic?
19(8)
1.3 Grammatical change in English: Below the radar?
27(3)
1.4 Two types of grammatical change
30(2)
1.5 The locus of historical change in English: Speech or writing?
32(7)
1.6 Overview of the present book
39(4)
2 Using corpora to analyze grammatical change
43(24)
2.1 Introduction
43(7)
2.2 Situational change within academic research writing
50(1)
2.3 Corpora analyzed in the book
51(7)
2.3.1 Representing academic writing over time: Description of the diachronic academic corpora
52(5)
2.3.2 Synchronic and diachronic comparisons between academic writing and other spoken and written registers
57(1)
2.4 Corpus analysis procedures
58(1)
2.5 Grammatical features investigated
59(8)
2.5.1 `Core' grammatical features and `colloquial' features
60(1)
2.5.2 Phrasal and clausal complexity features
60(5)
2.5.3 Corpus analyses of grammatical complexity features
65(2)
3 Phrasal versus clausal discourse styles: A synchronic grammatical description of academic writing contrasted with other registers
67(58)
3.1 Introduction
67(5)
3.2 Previous linguistic research on academic writing
72(15)
3.2.1 Studies of particular grammatical features in academic writing
74(2)
3.2.2 A comprehensive survey of the distinctive grammatical features of academic writing: Contributions from The Longman Grammar of Spoken and Written English
76(7)
3.2.3 Studies of register variation that include academic writing
83(4)
3.3 Case studies illustrating the distinctive grammatical characteristics of academic research writing
87(36)
3.3.1 Academic writing contrasted with conversation: Which is more grammatically complex?
87(13)
3.3.2 University textbooks contrasted with university classroom teaching: Is there a general academic style?
100(4)
3.3.3 Grammatical features of academic writing contrasted with popular written registers
104(7)
3.3.4 Grammatical variation among written sub-registers from different academic disciplines
111(12)
3.4
Chapter summary
123(2)
4 The historical evolution of phrasal discourse styles in academic writing
125(42)
4.1 Grammatical complexity in eighteenth century written texts
125(7)
4.1.1 The influence of popularization versus economy in historical change
128(2)
4.1.2 Previous historical research on the noun phrase in English
130(2)
4.2 General patterns of change in written English registers
132(22)
4.2.1 Increasing use of colloquial features
136(4)
4.2.2 Historical change in the use of complexity features
140(5)
4.2.3 Exploring the magnitude of change: The evolution of a phrasal discourse style
145(9)
4.3 What features have decreased in use in academic prose?
154(3)
4.4 Historical change across sub-registers within academic research writing
157(9)
4.5
Chapter summary
166(1)
5 The functional extension of phrasal grammatical features in academic writing
167(51)
5.1 Introduction
167(3)
5.2 Phrasal features functioning as pre-modifiers of a head noun
170(20)
5.2.1 Nouns as nominal pre-modifiers
170(14)
5.2.2 Attributive adjectives as nominal pre-modifiers
184(3)
5.2.3 Noun--participle compounds as nominal pre-modifiers
187(3)
5.3 Phrasal features functioning as post-modifiers of a head noun
190(17)
5.3.1 Prepositional phrases as nominal post-modifiers
190(12)
5.3.2 Appositive noun phrases as nominal post-modifiers
202(5)
5.4 The systemic `drift' towards structural compression, motivated by economy of expression
207(11)
6 The loss of explicitness in academic research writing
218(26)
6.1 Stereotypes concerning explicitness in academic research writing
218(1)
6.2 Explicitness of reference in conversation versus academic writing
219(3)
6.3 Inexplicit meaning relationships associated with phrasal pre-modifiers in noun phrases
222(10)
6.4 Inexplicit meaning relationships associated with phrasal post-modifiers in noun phrases
232(8)
6.5 Inexplicit expression associated with compressed clausal connectors in academic writing
240(4)
7 Conclusion
244(13)
7.1 Stereotypes about grammatical complexity: What does it mean to be `complex'?
245(1)
7.2 Stereotypes about historical change: Does all grammatical change originate in speech?
246(2)
7.3 Stereotypes about academic writing: Is it resistant to change, elaborated, and explicit?
248(3)
7.4 Implications for applied linguists: From language development to language teaching and assessment
251(5)
7.5 Conclusion
256(1)
References 257(15)
Appendix 1 Descriptive statistics for nine linguistic features for three general registers across historical periods 272(3)
Appendix 2 Descriptive statistics for five linguistic features for sub-registers of academic writing across historical periods 275(1)
Index 276
Douglas Biber is Regents' Professor of Applied Linguistics in the English Department at Northern Arizona University. Bethany Gray is Assistant Professor of English (Applied Linguistics and Technology) at Iowa State University.
Biežāk uzdotie jautājumi par e-grāmatām Biežāk uzdotie jautājumi par e-grāmatām
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