مقاله انگلیسی آیا واژگان اصلی دوست یا دشمن نوشتن دانشگاهی هستند؟
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مقاله انگلیسی آیا واژگان اصلی دوست یا دشمن نوشتن دانشگاهی هستند؟

عنوان فارسی مقاله: آیا واژگان اصلی دوست یا دشمن نوشتن دانشگاهی هستند؟ کاربردهای تک کلمه در مقابل چند کلمه ای از چیزها
عنوان انگلیسی مقاله: Is core vocabulary a friend or foe of academic writing? Single-word vs multi-word uses of thing
مجله/کنفرانس: مجله انگلیسی برای اهداف دانشگاهی - Journal of English for Academic Purposes
رشته های تحصیلی مرتبط: زبان انگلیسی، زبان شناسی
گرایش های تحصیلی مرتبط: آموزش زبان انگلیسی
کلمات کلیدی فارسی: واژگان اصلی ، نوشتن L2 ، عبارت شناسی ، واحدهای چند کلمه ای ، چیزهایی
کلمات کلیدی انگلیسی: Core vocabulary, L2 writing, Phraseology, Multi-word units, thing
نوع نگارش مقاله: مقاله پژوهشی (Research Article)
نمایه: Scopus - Master Journals List - JCR
شناسه دیجیتال (DOI): https://doi.org/10.1016/j.jeap.2021.100999
دانشگاه: University of Louvain, Belgium
ناشر: الزویر - Elsevier
نوع ارائه مقاله: ژورنال
نوع مقاله: ISI
سال انتشار مقاله: 2021
ایمپکت فاکتور: 1.893 در سال 2020
شاخص H_index: 50 در سال 2021
شاخص SJR: 1.639 در سال 2020
شناسه ISSN: 1475-1585
شاخص Quartile (چارک): Q1 در سال 2020
فرمت مقاله انگلیسی: PDF
تعداد صفحات مقاله انگلیسی: 13
وضعیت ترجمه: ترجمه نشده است
قیمت مقاله انگلیسی: رایگان
آیا این مقاله بیس است: بله
آیا این مقاله مدل مفهومی دارد: دارد
آیا این مقاله پرسشنامه دارد: ندارد
آیا این مقاله متغیر دارد: ندارد
کد محصول: E15368
رفرنس: دارای رفرنس در داخل متن و انتهای مقاله
نوع رفرنس دهی: vancouver
فهرست مطالب (انگلیسی)

Highlights


Abstract


Keywords


1. Introduction


2. Core vocabulary


3. Data and method


4. A single-word vs multi-word approach


5. Discourse functions


6. Differences and similarities across the L1 groups


7. Discussion and conclusion


Author statement


References


Vitae

بخشی از مقاله (انگلیسی)

Abstract


Core vocabulary items (e.g. thing, way) are often viewed as the enemy of effective academic writing, and style guides and textbooks often advise against using them. However, their bad reputation seems to stem from a single-word perspective that ignores the rich phraseological units that such items tend to figure in. In this study, we focus on the core vocabulary lemma thing to investigate the extent to which a phraseological approach can redeem its reputation. We look at learner essays from ten different first-language backgrounds from the International Corpus of Learner English and compare these to reference corpora from the endpoints of the informal-formal continuum: the Spoken BNC2014 and the Corpus of Academic Journal Articles. The results show that a phraseological approach indeed provides a more nuanced view of the core lemma thing: it is used in a wide variety of multi-word units, many of which common in academic writing. Although some signs of novice production are evident in the learners’ writing, their use is closest to that of the expert academic writers. The paper concludes with a discussion of the role of phraseology in vocabulary lists used in teaching and assessment.


 


1. Introduction


The notion of core (or basic) vocabulary is widely used in applied language studies. The first core vocabulary list, West’s General Service List (GSL), was compiled as early as 1953 and has since proved its usefulness for both teaching and testing purposes. The rationale that underpinned the GSL was that a lexical repertoire consisting of the most basic 2,000 words of English would be a good basis for learning English as a foreign language. Although the list is now dated, interest in core vocabulary has continued unabated and several new core vocabulary lists have been compiled, among them the New General Service List (NGSL) (Brezina & Gablasova 2015), which relies on the frequency of words in large electronic corpora of speech and writing. However, while lists of core words have proved their worth, they suffer from one major weakness: they include only single words. They thus disregard the wide range of productive multi-word units that these high-frequency words tend to generate, many of which “are as frequent as or more frequent than single items which everyone would agree must be taught” (O’Keeffe et al., 2007: 46).


Although core vocabulary is seen in a very positive light for general language purposes, it is commonly regarded as the enemy of effective academic writing. The acquisition of academic writing skills is seen as involving a major “vocabulary shift” (Swales & Feak 2004: 18), i.e. the replacement of high-frequency, informal words by less frequent, formal alternatives. Most academic vocabulary lists purposely exclude the 2,000 core words of the GSL. The bad reputation of core vocabulary in English for Academic Purposes (EAP) seems to relate to the single-word-based approach to core words and may not be justified in the case of an approach that takes multiword units into account.

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