Applied Corpus Linguistics最新文献

{"title":"","authors":"Siaw-Fong Chung","doi":"10.1016/j.acorp.2025.100132","DOIUrl":"10.1016/j.acorp.2025.100132","url":null,"abstract":"","PeriodicalId":72254,"journal":{"name":"Applied Corpus Linguistics","volume":"5 2","pages":"Article 100132"},"PeriodicalIF":0.0,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144072282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating writing development, cross-linguistic influence and feedback practices through a longitudinal corpus of children’s school writing","authors":"Hildegunn Dirdal ,&nbsp;Eva Thue Vold","doi":"10.1016/j.acorp.2025.100131","DOIUrl":"10.1016/j.acorp.2025.100131","url":null,"abstract":"<div><div>This article reports on our work with child writing from the TRAWL Corpus, a longitudinal and multilingual corpus of school writing. We give examples of our work on vocabulary and complexity development, which utilizes the longitudinal design of the corpus, and on feedback practices and student uptake facilitated by the fact that many of the texts in the corpus include teacher comments. These studies illustrate how corpus data can be used in case studies and qualitative studies and emphasize the need for fine-grained classifications in learner corpus research. The TRAWL Corpus includes texts written in the five languages most commonly taught in Norwegian schools. We explain how our work on syntactic complexity and feedback practices is currently being expanded by an exploration of similarities and differences between language subjects and of interactions between the languages of individual learners through the project MULTIWRITE. The article highlights the benefits of corpora of authentic school writing that reflect the realities of the educational context and therefore can provide findings that are directly relevant and useful for the practice field</div></div>","PeriodicalId":72254,"journal":{"name":"Applied Corpus Linguistics","volume":"5 2","pages":"Article 100131"},"PeriodicalIF":0.0,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144106908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"On the replicability of corpus-derived medical word lists","authors":"Cosmin Mihail Florescu,&nbsp;Ryosuke L. Ohniwa","doi":"10.1016/j.acorp.2025.100130","DOIUrl":"10.1016/j.acorp.2025.100130","url":null,"abstract":"<div><div>Several English medical vocabulary lists have been developed using corpora compiled from a variety of medical texts including research articles and medical textbooks. List items have been identified for inclusion using criteria mostly adopted from previous studies focused on academic vocabulary. This study aims to employ a systematic approach in compiling a corpus to create a medical word list for learners of English aiming to study or practice medicine in an English-speaking country. A large corpus of medical textbooks (CoMeT; 28,384,681 running words) was created using SketchEngine and analyzed to extract high-frequency lemmas. Keyness and dispersion values for each lemma were plotted in a histogram to visualize clustering patterns. This visual map was used to determine threshold values separating a medical vocabulary subset from a general vocabulary subset. The replicability of the findings was evaluated using two corpora (one medical, one non-medical) different from CoMeT. The newly developed list (Core Medical List; CoMeL) comprising a total of 2881 lemmas was found to include significantly more medicine-specific words and to have higher replicability compared to existing lists. CoMeL may assist learners and educators in English for Medical Purposes programs, including those aiming to undertake challenging medical licensing examinations in English-speaking countries.</div></div>","PeriodicalId":72254,"journal":{"name":"Applied Corpus Linguistics","volume":"5 2","pages":"Article 100130"},"PeriodicalIF":0.0,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143874508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A corpus analysis of prepositional phrase-lexical bundles in academic writing: L2 writers from Indo-European and Non-Indo-European languages","authors":"Ku Yunjung (Yunie)","doi":"10.1016/j.acorp.2025.100128","DOIUrl":"10.1016/j.acorp.2025.100128","url":null,"abstract":"<div><div>English prepositions, characterized by their high frequency and complex polysemy, pose significant challenges for L2 learners (e.g., Geluso, 2022). Despite their crucial role in lexical bundles, few studies have examined how L2 learners use prepositions within lexical bundles in academic writing. This study investigated prepositional phrase (PP)-lexical bundles among L2 writers from prepositional Indo-European (IE) languages, prepositionless non-Indo-European (NIE) languages, and native English speakers. The research aimed to analyze the variety, frequency, and functions of these bundles, as well as the impact of L1 backgrounds on prepositional usage. Data were extracted from the ETS Corpus and the Louvain Corpus of Native English Essays. The findings revealed that while there were no significant differences between the NIE and IE groups in bundle type and frequency, the IE group's prepositional usage more closely resembled that of NSs, reflecting linguistic disparities tied to writers’ L1 backgrounds. Additionally, the functions of lexical bundles varied between NNS and NSs, with both NNS groups exhibiting a greater reliance on discourse organizers and stance expressions. These results suggest pedagogical implications for teaching prepositions, particularly to learners from prepositionless languages.</div></div>","PeriodicalId":72254,"journal":{"name":"Applied Corpus Linguistics","volume":"5 2","pages":"Article 100128"},"PeriodicalIF":0.0,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143761227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Changing roles of patient information leaflets in the UK: A corpus-assisted discourse analysis","authors":"Nicola Pelizzari","doi":"10.1016/j.acorp.2025.100129","DOIUrl":"10.1016/j.acorp.2025.100129","url":null,"abstract":"<div><div>Effective health communication with non-expert audiences is crucial to empower patients to make informed decisions about their medications. Patient information leaflets (PILs), which accompany medicines, aim to provide essential information about the medication, its administration, precautions, and potential side effects. The contents and objectives of PILs have changed over time, following the shift towards a patient-centered healthcare. With the aim of capturing this shift, this study uses corpus-assisted discourse analysis to analyse two corpora of British PILs across two distinct periods, 1900–1930 and 2010–2020. This paper combines quantitative and qualitative methods to investigate linguistic and pragmatic trends and the change in PILs’ communicative roles. The findings reveal that early 20th-century PILs frequently relied on persuasive, promotional rhetoric with limited scientific grounding, whereas contemporary PILs prioritise accuracy, patient education, and adherence to regulatory standards. This shift reflects changes in regulatory frameworks and a move towards fostering patient autonomy.</div></div>","PeriodicalId":72254,"journal":{"name":"Applied Corpus Linguistics","volume":"5 2","pages":"Article 100129"},"PeriodicalIF":0.0,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143682073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the barriers to data-driven learning in the classroom: a systematic qualitative synthesis","authors":"Amelie Xiaohan Sun,&nbsp;Atsushi Mizumoto","doi":"10.1016/j.acorp.2025.100126","DOIUrl":"10.1016/j.acorp.2025.100126","url":null,"abstract":"<div><div>In the current study, we conducted a systematic qualitative synthesis of the literature on data-driven learning (DDL) to identify the potential difficulties, barriers, challenges, and obstacles associated with the implementation of DDL in the classroom. We found and gathered a total of 347 primary studies, including individual research articles or reports, published between 2012 and 2021. After a rigorous screening process based on four criteria, 94 target articles were selected and analyzed. These criteria were: (1) inclusion of empirical studies on DDL published between 2012 and 2021, (2) implementation of the DDL approach by instructors for English language learners, (3) utilization of research designs capturing qualitative data on learner and teacher perceptions of DDL, and (4) discussion of challenges and obstacles related to DDL from both learners' and teachers' perspectives. This screening resulted in 295 data segments, which are specific excerpts or portions within these target articles, each referring to one participant's experience and articulated challenges. These data segments were subsequently extracted and coded. The results suggest that the barriers to DDL can be categorized into two core groups: inherent and external factors. Inherent factors relate to the actual tasks involved in DDL, while external factors are connected to the users of this approach. Both categories may impact DDL's effectiveness. The findings imply that situational context and the emotional state of users should also be considered when designing tools, materials, and teaching methodologies for DDL. These insights have implications for both practitioners and researchers and could inform the development of training programs and materials aimed at enhancing the effectiveness of DDL in language learning and teaching.</div></div>","PeriodicalId":72254,"journal":{"name":"Applied Corpus Linguistics","volume":"5 2","pages":"Article 100126"},"PeriodicalIF":0.0,"publicationDate":"2025-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143621278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Stylistic nuances through syntactic complexity: A corpus-assisted study of narration and dialogue in two english translations of Hongloumeng","authors":"Yifeng Sun ,&nbsp;Kanglong Liu","doi":"10.1016/j.acorp.2025.100125","DOIUrl":"10.1016/j.acorp.2025.100125","url":null,"abstract":"<div><div><em>Hongloumeng</em> (also known as <em>The Story of the Stone</em> or <em>A Dream of Red Mansions</em>), a significant work in Chinese literature, along with its various English translations has been the subject of substantial scholarly attention. Among these, the two translated versions by David Hawkes and John Minford, and Xianyi Yang and Gladys Yang, have garnered much academic interest and sparked extensive discussions. However, there remains a significant void in the thorough analysis of syntactic complexity, a crucial aspect of their respective distinct translation styles. This study aims to address this gap by conducting a meticulous examination of the syntactic complexity in the first 80 chapters of the novel, as translated by Hawkes and the Yangs, with a specific focus on the subgenres of narration and dialogue. The analysis reveals substantial disparities, such as Hawkes employing longer linguistic units in narration and a higher frequency of subordinations in dialogue. By emphasizing the importance of syntactic complexity within the realm of translation style, this study advocates for integrating metrics that assess syntactic complexity in future explorations related to translation styles. The implications of these findings for enhancing translation research and pedagogy are also discussed.</div></div>","PeriodicalId":72254,"journal":{"name":"Applied Corpus Linguistics","volume":"5 2","pages":"Article 100125"},"PeriodicalIF":0.0,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143580102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Adolescent reading experience, independent choices and curriculum materials","authors":"Beverley Jennings ,&nbsp;Daisy Powell ,&nbsp;Sylvia Jaworska ,&nbsp;Holly Joseph","doi":"10.1016/j.acorp.2025.100124","DOIUrl":"10.1016/j.acorp.2025.100124","url":null,"abstract":"<div><div>Reading comprehension ability is assessed in England within the English language GCSE exam. This is a high stakes exam, taken by all 16-year-olds, and a pass grade is needed to progress onto the next stage of education and employment. Since reading experience is an important predictor of reading comprehension ability, two different types of reading materials were explored to see how well they matched the reading required in the exam: 1) curriculum reading; and 2) independent reading. Two corpora of texts representing the two types of reading were created and explored using the methods of Corpus Linguistics. The curriculum reading corpus (CRC) had lower linguistic diversity, and higher frequency of nouns but lower frequency of adverbs, than the independent reading corpus (IRC). Exploratory analysis of the most frequent parts of speech revealed that the CRC had words that were more abstract and conceptual, whereas the IRC featured words about the concrete and the everyday, suggesting that curriculum reading presents a different type of vocabulary challenge. The CRC was not as close a match to the exam texts as the IRC. As the English language GCSE exam is used as a measure of literacy competency for both future study and future employment, this suggests that the types of texts chosen for the exam are not a good match for this purpose. The choice of texts in assessments therefore needs careful consideration.</div></div>","PeriodicalId":72254,"journal":{"name":"Applied Corpus Linguistics","volume":"5 1","pages":"Article 100124"},"PeriodicalIF":0.0,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143548444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The unit of analysis in learner corpus research on formulaic language","authors":"Joe Geluso ,&nbsp;Hui-Hsien Feng ,&nbsp;Randy Appel","doi":"10.1016/j.acorp.2025.100123","DOIUrl":"10.1016/j.acorp.2025.100123","url":null,"abstract":"<div><div>This study employs two case studies to investigate how differences in the unit of analysis in learner corpus research (LCR) studies on formulaic language (e.g., lexical bundles and phrase frames) have the potential to lead researchers to disparate inferences even when analyzing the same corpora. LCR studies on written formulaic language (FL) commonly use the corpus as the unit of analysis, or a per-corpus approach, for inter-group comparisons. This approach combines essays from different individuals into a single long essay that represents the entire group. Less frequently, LCR studies on FL use the individual texts that comprise a corpus as the unit of analysis, or a per-text approach. A per-text approach allows the researcher to generate group means and standard deviations, or ranked frequencies at the text level. Findings suggest that the two research designs can lead to different results and hence conflicting inferences from the same data set. Specifically, a per-text approach appears less prone to identify significant differences between groups than a per-corpus approach, and better reflects similarities between groups such as the absence of linguistic features. We conclude with instructions on how to generate per-text counts using a popular and free corpus analysis tool.</div></div>","PeriodicalId":72254,"journal":{"name":"Applied Corpus Linguistics","volume":"5 1","pages":"Article 100123"},"PeriodicalIF":0.0,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143487865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘I am still unsure…’ – Spontaneous expressions of vaccine indecision on Mumsnet","authors":"Zsófia Demjén ,&nbsp;Vaclav Brezina ,&nbsp;Tara Coltman-Patel ,&nbsp;William Dance ,&nbsp;Richard Gleave ,&nbsp;Claire Hardaker ,&nbsp;Elena Semino","doi":"10.1016/j.acorp.2025.100122","DOIUrl":"10.1016/j.acorp.2025.100122","url":null,"abstract":"<div><div>Vaccination programmes in 90 % of countries in the world have been affected by ‘vaccine hesitancy’. Childhood vaccinations are particularly important. Internationally, these vaccination rates have been declining, resulting in the resurfacing of communicable diseases previously considered eliminated. In this context, our paper examines parents’ unelicited expressions of vaccine indecision – dilemmas, hesitations and concerns related to vaccinating at the point of decision-making.</div><div>Our corpus-assisted discourse study combines discourse analysis and the qualitative and quantitative tools of corpus linguistics (text dispersion keywords and concordancing) to compare 422 Original Posts from the forum of the UK-based parenting website Mumsnet that outline vaccine indecision to vaccination discussions that do not involve decision-making difficulties. We examine what characterises authentic vaccine indecision in the localised context of Mumsnet users. Specifically, we analyse which vaccines Mumsnet users are undecided about; what concerns are linked to indecision specifically; and how such concerns are raised in a generally pro-vaccination online space. Our method combines the advantages of analysing large datasets with those of nuanced and localised qualitative analysis.</div><div>The vaccine that most consistently concerns parents is MMR. Concerns about other vaccines fluctuate with disease outbreaks and the introduction of new vaccines. The concerns linked to indecision specifically are mostly individual and vaccine-specific, and include the mode and timing of vaccinations, particular personal and family circumstances and a rather unspecific notion of side effects. Mumsnet users invite details about others' personal experiences to fill a need left by widely available general vaccine information. The implication is that health services may need to redirect resources from mass population level campaigns to more personalised and tailored approaches for parents who are hesitant about specific vaccines at particular points in time.</div></div>","PeriodicalId":72254,"journal":{"name":"Applied Corpus Linguistics","volume":"5 1","pages":"Article 100122"},"PeriodicalIF":0.0,"publicationDate":"2025-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143210206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}