Welcome to Scholar Publishing Group

International Journal of Educational Curriculum Management and Research, 2023, 4(2); doi: 10.38007/IJECMR.2023.040210.

A Study of Corpus-based Academic Formulas and Its Postgraduate Teaching

Author(s)

Dongmei Meng and Chunming Meng

Corresponding Author:
Dongmei Meng
Affiliation(s)

School of Foreign Languages, East China Jiaotong University / Research Center for Applied Translation of Transportation and Engineering, Nanchang, Jiangxi 330013, China

Abstract

With the rapid development of modern educational technology, corpus with the concept and technical features of big data has played an important role in the field of language teaching and research. The study investigates the use of corpus resources in teaching English program language and introduces the concepts and function of academic formula, outlines the research on language teaching using corpus, analyzes the types of corpus, and gives an overview of the common corpus resources for teaching English in college. The study outlines the research on language teaching using corpus, analyzes the types of corpus and gives the common corpus resources for teaching English in university.

Keywords

Academic Formula, Corpus-Based, Postgraduate Teaching

Cite This Paper

Dongmei Meng and Chunming Meng. A Study of Corpus-based Academic Formulas and Its Postgraduate Teaching. International Journal of Educational Curriculum Management and Research (2023), Vol. 4, Issue 2: 82-90. https://doi.org/10.38007/IJECMR.2023.040210.

References

[1] Ackermann K & Chen Y-H. Developing the Academic Collocation List (ACL) - A corpus-driven and expert judged approach. Journal of English for Academic Purposes, 2013, 12(4) : 235-247. https://doi.org/10.1016/j.jeap.2013.08.002

[2] Durrant P. Investigating the viability of a collocation list for students of English for academic purposes. English for Specific Purposes, 2009, 28(3): 157-169. https://doi.org/10.1016/j.esp.2009.02.002

[3] Durrant P. Lexical bundles and disciplinary variation in university students’ writing: Mapping the territories. Applied Linguistics, 2015, 38(2): 165-193. https://doi.org/10.1093/applin/amv011

[4] Durrant P & Mathews-Aydnl J. A function-first approach to identifying formulaic language in academic writing. English for Specific Purposes, 2011, 30(1): 58-72. https://doi.org/10.1016/j.esp.2010.05.002

[5] Handl, S & E. M. Graf. Collocation, anchoring, and the mental lexicon—An ontogenetic perspective. In H. J. Schmidt & S. Handl (eds.). Cognitive Foundations of Linguistic Usage Patterns. Berlin/New York: Walter de Gruyter Mouton,2010:119. https://doi.org/10.1515/9783110216035.119

[6] Liu Shiming, Fang Mang. A Study of Programmatic Language Types in Second Language Acquisition. Language and Culture Education Research, 2002,(2):24- 26.

[7] Lu Xiaofei, Liu Yingying. Research and teaching application of academic English program language based on corpus. Foreign Language, 2019(5):30.

[8] Moreno A I & Swales J M. Strengthening move analysis methodology towards bridging the function-form gap. English for Specific Purposes, 2018, 50: 40-63. https://doi.org/10.1016/j.esp.2017.11.006

[9] Nattinger, J. R. and J. S. DeCarrio. Lexical Phrases and Language Teaching[M]. Oxford: Oxford University Press, 1992.

[10] Perera, N. S. The Role of Prefabricated Language in Young Children’s Second Language Acquisition. Unpublished Ph. D. Dissertation in Georgetown University, 2001. https://doi.org/10.1080/15235882.2001.10162797

[11] Yin Bangyan. Research on the structure of English sets. Journal of the PLA Foreign Language Institute, 1996, (2):1- 8.

[12] Weinert, R. The role of formulaic language in second language acquisition: a review. Applied Linguistics, 1995, 16: 181- 205.

[13] Widdowson, H. Aspects ofLanguage Teaching. Oxford: Oxford University Press, 1990.

[14] Wray, A. & M. R Perkins. The function of formulaic language: An integrated model. Language and Communication, 2000, 20(1). https://doi.org/10.1016/S0271-5309(99)00015-4

[15] Wray, A. Formulaic Language and the Lexicon. Cambridge: Cambridge University Press, 2002:332,xi. https://doi.org/10.1017/CBO9780511519772