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Abstract

Abstract

Word lists play a critical role in English for Academic Purposes (EAP) teaching and learning, and recent developments include lists of academic collocations (e.g., ). There is however still a gap in evaluating lists focusing on a similar group of lexis. This paper evaluates two lists of academic collocations by and using three different methods: applying an evaluation framework adapted from , comparing the lexical constituents, and analysing the lexical coverage. The evaluation results give implications for EAP teachers to select the list that best suits their needs. By modelling the practice of evaluating word lists, this study highlights the importance of this work and encourages similar attempts in wordlist development studies.

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/content/journals/10.1075/itl.21041.ngu
2022-07-11
2022-08-12
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