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- Volume 23, Issue 3, 2018
International Journal of Corpus Linguistics - Volume 23, Issue 3, 2018
Volume 23, Issue 3, 2018
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A corpus-driven comparison of English and French Islamist extremist texts
Author(s): Paul Baker and Rachelle Vesseypp.: 255–278 (24)More LessAbstractUsing corpus linguistics and qualitative, manual discourse analysis, this paper compares English and French extremist texts to determine how messages in different languages draw upon similar and distinct discursive themes and linguistic strategies. Findings show that both corpora focus on religion and rewards (i.e. for faith) and strongly rely on othering strategies. However, the English texts are concerned with world events whereas the French texts focus on issues specific to France. Also, while the English texts use Arabic code-switching as a form of legitimation, the French texts use a formal register and quotation from scripture in discussions of permissions, rights, obligations and laws. Finally, the English texts refer to and justify violence to a greater extent than the French texts. This paper contributes to the field of terrorism studies and the field of corpus linguistics by presenting a new approach to corpus-driven studies of discourse across more than one language.
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The creative use of absences
Author(s): Rocío Montoropp.: 279–310 (32)More LessAbstractIn an article published in this journal, Partington (2014) addresses the criticism often made against corpus linguistics that it is apparently unable to cope with absences. He convincingly argues that corpus linguistics is better suited to account for absences than has been claimed. I resume the debate by discussing a type of absence not fully addressed in Partington (2014) which I have termed ‘creative absences’. With a focus on corpus stylistics, I consider the way in which the author Henry Green dispenses with a compulsory element in the grammatical structure of Standard English, i.e. the determiner (mainly, the definite article). By means of a manual analysis as well as two corpus stylistic analyses (keyness and text-type analysis) of the novel Living (Green 1929), I explore the effects of such an unorthodox use and argue, alongside Partington (2014), for the usefulness of corpus approaches to account for at least certain types of absences.
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“What are you talking about?”
Author(s): Julian Northbrook and Kathy Conklinpp.: 311–334 (24)More LessAbstractIn a communicative approach to language teaching, students are presented with “authentic” language, which is thought to allow them to produce it in a nativelike way. The current study explores whether the lexical bundles in communicative Japanese junior high school textbooks are representative of conversational English. To do this, we use a corpus-based approach that compares the most frequent lexical bundles in the textbooks to those in an English reference corpus. The study finds that although lexical bundles are very frequent in the textbooks, and conform relatively well to English patterns at shorter lengths (3-word lexical bundles), they deviate considerably at longer ones (4-, 5- and 6-words). This has important implications for the communicative utility of the language in the textbooks.
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A critical review of research and practice in data-driven learning (DDL) in the academic writing classroom
Author(s): Meilin Chen and John Flowerdewpp.: 335–369 (35)More LessAbstractSince the late 1980s, there has been a growing interest in the direct application of corpora, or data-driven learning (DDL), in language education. This relatively novel teaching approach has been particularly applied in the teaching and learning of English for Academic Purposes (EAP)/academic writing, especially since the turn of the century. This paper synthesizes and evaluates the research progress in the field of EAP/academic writing since the year 2000 by critically reviewing 37 empirical studies focussing on applications of DDL in this context. Based on the critical review and a discussion of some contentious issues, a set of five recommendations for the way forward in DDL research and practice for EAP/academic writing is presented.
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Li, D. J. (2015). Corpus Lexicography: Theory, Method and Application
Author(s): Anmin Wangpp.: 370–374 (5)More LessThis article reviews Corpus Lexicography: Theory, Method and Application
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Baker, P., & Egbert, J. (Eds.) (2016). Triangulating Methodological Approaches in Corpus Linguistic Research
Author(s): Jihua Dongpp.: 375–381 (7)More LessThis article reviews Triangulating Methodological Approaches in Corpus Linguistic Research
Volumes & issues
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Volume 29 (2024)
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Volume 28 (2023)
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Volume 27 (2022)
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Volume 26 (2021)
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Volume 25 (2020)
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Volume 24 (2019)
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Volume 23 (2018)
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Volume 22 (2017)
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Volume 21 (2016)
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Volume 20 (2015)
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Volume 19 (2014)
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Volume 18 (2013)
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Volume 17 (2012)
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Volume 16 (2011)
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Volume 15 (2010)
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Volume 14 (2009)
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Volume 13 (2008)
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Volume 12 (2007)
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Volume 11 (2006)
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Volume 10 (2005)
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Volume 9 (2004)
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Volume 8 (2003)
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Volume 7 (2002)
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Volume 6 (2001)
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Volume 5 (2000)
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Volume 4 (1999)
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Volume 3 (1998)
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Volume 2 (1997)
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Volume 1 (1996)
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The Spoken BNC2014
Author(s): Robbie Love, Claire Dembry, Andrew Hardie, Vaclav Brezina and Tony McEnery
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