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Ewins 205 $a2nd ed. 210 $aTaunton$cReserch Studies press$dc2000 215 $aXIII, 562P.$cill.$d24 cm 225 1 $aMechanical engineering research studies.Engineeringdesign seriers 700 1$aEwins,$bD.J.$0500135 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990008304760403321 952 $aD.0,333$bDIP.823$fIINTC 959 $aIINTC 996 $aModal testing$9745049 997 $aUNINA LEADER 07402nam 2200685Ia 450 001 9910969360603321 005 20200520144314.0 010 $a9786612155932 010 $a9781282155930 010 $a1282155938 010 $a9789027293633 010 $a9027293635 024 7 $a10.1075/scl.22 035 $a(CKB)1000000000244090 035 $a(SSID)ssj0000257658 035 $a(PQKBManifestationID)11236985 035 $a(PQKBTitleCode)TC0000257658 035 $a(PQKBWorkID)10228895 035 $a(PQKB)11531978 035 $a(MiAaPQ)EBC623210 035 $a(Au-PeEL)EBL623210 035 $a(CaPaEBR)ebr10126062 035 $a(CaONFJC)MIL215593 035 $a(OCoLC)237788421 035 $a(DE-B1597)720706 035 $a(DE-B1597)9789027293633 035 $a(EXLCZ)991000000000244090 100 $a20060103d2006 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aTextual patterns $ekey words and corpus analysis in language education /$fMike Scott and Christopher Tribble 205 $a1st ed. 210 $aPhiladelphia $cJ. Benjamins$d2006 215 $ax, 203 p 225 1 $aStudies in corpus linguistics,$x1388-0373 ;$vv. 22 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a9789027222930 311 08$a9027222932 327 $aTextual Patterns -- Editorial page -- Title page -- LCC data -- Table of contents -- Preface -- Part I -- Texts in language study and language education -- Introduction -- Why have corpus-based methods caused an upheaval? -- A text focus, a language focus, a culture focus or a brain focus? -- The notion of context -- Word-lists -- Introduction -- Transformation -- Selection -- Kinds of word-list -- Alphabetically ordered -- Frequency ordered -- Other possible orderings -- One-word vs. n-word clusters -- Adding contextual information to wordlists -- Characteristics of word-lists -- The nature of high-frequency items -- Medium-frequency items -- Hapax legomena -- The distribution curve and the notion of a "power law'' -- The notion of "consistency'' -- What then do word-lists offer? -- Notes -- Concordances -- Introduction -- What is meant by co-occurrence? -- How much overlap is there between textual co-occurrence and the mental lexicon? -- Handling a concordance -- Patterns -- Clusters -- Is ago text-initial? - The dispersion plot -- Notes -- Key words of individual texts -- Introduction -- Keyness -- An example -- Exclamations in Romeo -- Different reference corpora -- Where do the KWs come in the text? -- Local versus global KWs -- Links between KWs -- Wide- and narrow-span linkages -- KWs and part of speech -- Key words and genres -- Introduction -- Keyword linkage between texts -- Formal patterns of Keyword linkage -- Examples of Keyword linkage between texts -- Associates -- Conclusion -- Notes -- Part II -- General English language teaching -- Summary -- Introduction -- Resources -- Approach -- Procedure -- Step 1 - Select texts -- Step 2 - Make wordlists -- Step 3 - Make Keyword lists -- Step 4 - Save lists as text files -- Step 5 - Create an Excel workbook containing all the data -- Findings -- Written academic vs. conversation -- Of. 327 $aThat -- Looking at a middle ground: Keywords in Fiction and Spoken Academic -- Spoken Academic and Fiction Keywords referenced against BNC Sampler Written -- Spoken Academic and Fiction Keywords referenced against BNC Spoken -- Conclusions -- Notes -- Business and professional communication -- Summary -- Introduction -- Resources -- Approach -- Preliminary analysis -- Example A -- Example B -- Example C -- Example D -- Preliminary analysis: Discussion -- KW analysis - hope -- Discourse moves -- Contractions -- Ellipsis -- Vague language -- Lexical density -- KW analysis: Discussion -- Notes -- Appendix -- English for academic purposes -- Summary -- Introduction -- Resources -- Approach -- Analysis 1: Clusters in academic writing in English -- Single word lists -- Two-word clusters -- Three-word clusters -- Four-word clusters -- Cluster lists - conclusion -- Analysis 2: Clusters in apprentice texts -- The Poznan literature MA dissertation corpus -- Comparing expert with apprentice academic writing -- Comparing apprentice academic writing with general academic texts and expert texts in literary studies -- BNC_LIT vs. POZ_LIT - mapping similarity and difference: Three-word clusters -- BNC_LIT vs. POZ_LIT - mapping similarity and difference: Four-word clusters -- Analysis 1 -- Analysis 2 -- Analysis 3 -- Analysis 4 -- Analysis 5 -- Identifying contrast between apprentice and expert performances - An interim conclusion -- Notes -- Appendix - BNC texts -- Poznan literature dissertation titles -- What counts in current journalism -- Summary -- Introduction -- Resources -- Approach -- Analysis 1: Who, what, where? -- Who? -- Second step - Check the immediate collocates -- What and where? -- Analysis 1: Conclusion -- Analysis 2: It's a man's world - gender balance in the Guardian Weekly's news reporting -- Titles -- Pronouns -- Discussion 1: Family words. 327 $aDiscussion 2: Nouns -- Discussion 3: Verbs -- Analysis 2: Conclusion -- Analysis 3: A changing world - UK news 1996-2001 -- UK News top five - GW_UK_NEWS vs. BNC -- UK News top twenty -- Conclusion -- Notes -- Counting things in texts you can't count on -- Summary -- Introduction -- Resources -- The text -- Tools -- Analysis 1 -- Pivot 1 -- Pivot 2 -- Pivot 3 -- Analysis 2 -- Wordlists and keyword lists -- Concordances and keywords -- But can you count on it? -- Conclusion -- References -- Name index -- Subject index -- The series Studies in Corpus Linguistics. 330 $aTextual Patterns introduces corpus resources, tools and analytic frameworks of central relevance to language teachers and teacher educators. Specifically it shows how key word analysis, combined with the systematic study of vocabulary and genre, can form the basis for a corpus informed approach to language teaching. The first part of the book gives the reader a strong grounding in the way in which language teachers can use corpus analysis tools (wordlists, concordances, key words) to describe language patterns in general and text patterns in particular. The second section presents a series of case studies which show how a key word / corpus informed approach to language education can work in practice. The case studies include: General language education (i.e. students in national education systems and those following international examination programmes), foreign languages for academic purposes, literature in language education, business and professional communication, and cultural studies in language education. 410 0$aStudies in corpus linguistics ;$vv. 22. 606 $aLanguage and languages$xComputer-assisted instruction 606 $aDiscourse analysis$xData processing$xStudy and teaching 615 0$aLanguage and languages$xComputer-assisted instruction. 615 0$aDiscourse analysis$xData processing$xStudy and teaching. 676 $a418.00285 700 $aScott$b Mike$f1946-$0738395 701 $aTribble$b Chris$0689075 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910969360603321 996 $aTextual Patterns$91462466 997 $aUNINA