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Computerized corpus as a tool for educational technology and learning in the analysis of four-word recurrent expressions

Yıl 2023, Cilt: 6 Sayı: 1, 249 - 272, 31.01.2023

Ali Şükrü Özbay Zehra Gürsoy

https://doi.org/10.31681/jetol.1186346

Öz

The study aimed to investigate the disciplinary variations and the structural/functional features of recurrent expressions in the introduction and literature sections of the Master of Arts (MA) theses in two corpora. It is significant since the bundles fulfil specific functions in the form of formulaic language. The sampling of the study was Turkish and British academic writers. Their essays mainly based on academic argumentative topics were selected as analysis data. Data collection included compilation and categorization of the computerized corpora for possible differences and similarities. Sketch Engine, an online text analysis tool, was used for the analysis. Exploring the usage patterns of recurrent expressions among the native and non-native corpora, we also analysed the four-word recurrent expressions and featured the existing variations of functional and structural aspects. Cross-linguistic analysis revealed that Turkish writers distinguish some features of recurrent expressions more than others Structural expressions encompassed the verb-based, noun and propositional structures. The research, text, and participant oriented recurrent expressions built up the functional groups. The most frequently used functional categories were location and description in research-oriented recurrent expressions. The findings also indicated a positive role of recurrent expressions in the learning of the disciplinary features. Structural similarities were also found, indicating strong functional features for constructing discourse in research writing. The implication is that creating appropriate academic discursive practices with a focus on the properties of the recurrent expressions can be better analysed by employing several online corpus tools.

Anahtar Kelimeler

Recurrent expressions Computerized corpora Function Structure Native and non-native

Proje Numarası

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Teşekkür

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Kaynakça

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  • Akbulut, D., F. (2020). A bibliometric analysis of lexical expressions usage in native and non-native academic writing. Journal of Language and Linguistic Studies, 16(3), 1146-1166. https://doi.org/10.17263/jlls.803583
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  • Bensaid, M. (2015). Arab ESL students and modals. Arab World English Journal, 6(4), 90- 97. https://doi.org/10.2139/ssrn.2843929
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Yıl 2023, Cilt: 6 Sayı: 1, 249 - 272, 31.01.2023

Ali Şükrü Özbay Zehra Gürsoy

https://doi.org/10.31681/jetol.1186346

Öz

Anahtar Kelimeler

Recurrent expressions Computerized corpora Function Structure Native and non-native

Proje Numarası

-

Kaynakça

  • Absalom, M. (2021). Digital corpora: Language teaching and learning in the age of big data. In T. Beaven & F. Rosell-Aguilar (Eds), Innovative language pedagogy report (pp. 97-101). Research-publishing.net. https://doi.org/10.14705/rpnet.2021.50.1242
  • Adams, S. D. (1984). Medical discourse: Aspects of author’s comment. English for Specific Purposes,3(1), 25-36. https://doi.org/10.1016/0272-2380(84)90004-0
  • Adel, A., & Erman, B. (2012). Recurrent word combinations in academic writing by native and non-native speakers of English: A lexical bundles approach. English for Specific Purposes, 31(2), 81–92. https://doi.org/10.1016/j.esp.2011.08.004
  • Aijmer, K. (Ed.). (2009). Corpora and language teaching. John Benjamins Publishing Company.
  • Akbulut, D., F. (2020). A bibliometric analysis of lexical expressions usage in native and non-native academic writing. Journal of Language and Linguistic Studies, 16(3), 1146-1166. https://doi.org/10.17263/jlls.803583
  • Alcaraz Varó, E. (2000). El inglés profesional y académico. El libro universitario. Serie filología y lingüística (pp. 317-319). Alianza.
  • Allison, D. (1995). Assertions and alternatives: Helping ESL undergraduates extend their choices in academic writing. Journal of Second Language Writing, 4(1), 1-15. https://doi.org/10.1016/1060-3743(95)90020-9
  • Bensaid, M. (2015). Arab ESL students and modals. Arab World English Journal, 6(4), 90- 97. https://doi.org/10.2139/ssrn.2843929
  • Beute, O. (2020). How Norwegian students of English and English native speakers use the modal auxiliary must and the quasi-modal have to: A contrastive study [Master’s thesis, University of Oslo]. University of Oslo Library.
  • Bloor, M., & Bloor, T. (1991). Cultural expectations and socio-pragmatic failure m academic writing. In P. Adams, B. Heaton, & P. Howarth (Eds.), Socio-cultural issues in English for academic purposes (pp. 1-12). Modem English Publications/British Council.
  • Brandt, S. (1999). Modal verbs in Danish (Travaux du Cercle linguistique de Copenhague). C.A. Reitzel.
  • Brown, A., & Gullberg, M. (2008). Bidirectional crosslinguistic influence in L1– L2 encoding of manner
  • in speech and gesture: A study of Japanese speakers of English. Studies in Second Language
  • Acquisition, 30(2). 225–251. https://doi.org/10.1017/S0272263108080327
  • Btoosh, M.A. (2019). Modals in Arab EFL students' composition: A corpus-based approach. College of Sciences and Humanities Linguistics and Literature Studies, 7(3), 100-109. https://doi.org/10.13189/lls.2019.070302
  • Bybee, J., & Fleischman, S. (1995). Modality in grammar and discourse: An introductory essay. Modality in grammar and discourse, 14, 503-517. https://www.unm.edu/~jbybee/downloads/BybeeFleischman1995Introduction.pdf
  • Byloo, P. (2009). Modality and negation: A corpus-based study [Unpublished doctoral dissertation]. The University of Antwerp.
  • Campoy, M. C., Bellés-Fortuno, B., & Gea-Valor, M. L. (Eds.). (2010). Corpus-based approaches to English language teaching. Continuum.
  • Chen, H. I. (2010). Contrastive learner corpus analysis of epistemic modality and interlanguage pragmatic competence in L2 writing. Arizona Working Papers in SLA & Teaching, 17, 27–51. https://journals.librarypublishing.arizona.edu/jslat/article/245/galley/239/view/
  • Coates, J. (1983). The Semantics of modal auxiliaries. Croom Helm. https://doi.org/10.1017/S0022226700013980
  • Cook, W. A. (1978). Semantic structure of the English modals. TESOL Quarterly, 12(1), 5-16.
  • Cooper, T. (2013). Can IELTS writing scores predict university performance? Comparing the use of lexical bundles in IELTS writing tests and first-year academic writing. Stellenbosch Papers in Linguistics Plus, 42, 63–79. https://doi.org/10.5842/42-0-155
  • Csomay, E. (2013). Lexical bundles in discourse structure: A corpus-based study of classroom discourse. Applied Linguistics, 34(3), 369-388. https://doi.org/10.1093/applin/ams045
  • DeCapua, A., & Dunham, J.F. (2007). The pragmatics of advice giving: Cross- cultural perspectives. Intercultural Pragmatics, 4(3), 319–342. http://krpb.pbworks.com/f/advice+decapua.pdf
  • Depraetere, I., & Verhulst, A. (2008). Source of modality: A reassessment. English Language & Linguistics, 12(1), 1-25. https://doi.org/10.1017/S1360674307002481
  • Deshors, S.C., & Gries, S.T. (2014). A case for the multifactorial assessment of learner language: The uses of may and can in French-English interlanguage. In D. Glynn & J.A. Robinson (Eds.), Corpus methods for semantics: Quantitative studies in polysemy and synonymy (pp. 179–204). John Benjamins. https://doi.org/10.1075/hcp.43.07des
  • Diewald, G. (2001). A basic semantic template for lexical and grammaticalized uses of the German modals. In J. van der Auwera & P. Dendale (Eds.), Modal verbs in Germanic and Romance languages (pp. 23-41). John Benjamins.
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  • Hyland, K. (2008b). As can be seen: Lexical bundles and disciplinary variation. English for Specific Purposes, 27(1), 4-21. https://doi.org/10.1016/j.esp.2007.06.001
  • Hyland, K., & Milton, J. (1997). Qualification and certainty in L1 and L2 students writing. Journal of Second Language Writing, 6(2), 83-205. https://doi.org/10.1016/S1060-3743(97)90033-3
  • Imperial, R. A. (2014). Lexical variation in Philippine English: The case of deontic MUST and HAVE TO. Philippine Journal of Linguistics, 45, 1-18.
  • Kiliç, V. (2013). A contrastive study of Turkish and English modality with reference to speech act theory. Dialectologia, 10, 1-22. https://core.ac.uk/download/pdf/39122681.pdf
  • Kilgariff, A., Baisa, V., Bušta, J., Jakubíček, M., Kovář, V., Michelfeit, J., Rychlý, P., & Suchomel, V. (2014). The Sketch Engine: Ten years on. Lexicography, 1, 7-36. https://doi.org/10.1007/s40607-014-0009-9
  • Kilimci, A., & Can, C. (2008). TICLE: Uluslararası Türk Öğrenici İngilizcesi derlemi, TICLE: Turkish international corpus of learner English. 22nd Ulusal Dilbilim Kurultayı, 1-11.
  • Kızılay, Y. (2019). Semi-modal verb “Need to” and the modality of obligation “Must & Have to” in authentic corpus-based English. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, 240-257. https://doi.org/10.29000/rumelide.648857
  • Klecha, P. (2014). Bridging the divide: Scalarity and modality (Publication No. 3639345) [Doctoral dissertation, University of Chicago]. ProQuest Dissertations Publishing.
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  • Laso, N. J., & Giménez, E. (2007). Bridging the gap between corpus research and language teaching. In C. Periñán (Ed.), Revisiting language learning resources (pp. 49-64). Cambridge Scholars Publishing.
  • Letica, S. (2009). Use of epistemic modality by non-native speakers of English. In R. Lugossy, J. Horváth & M. Nikolov (Eds.), UPRT 2008: Empirical studies in English applied linguistics (pp. 119-134). Lingua Franca Csoport.
  • Lewis, M. (2009). The idiom principle in L2 English: Assessing elusive formulaic sequences as indicators of idiomaticity, fluency, and proficiency. VDM Verlag.
  • Li, Q. (2017). A corpus-based study of modal verbs use in English: Writing by EFL students. Canadian Social Science, 13(11), 31-35. http://dx.doi.org/10.3968/9975
  • Ma, Q., Chiu, M., Lin, S., & Mendoza, N. (2023). Teachers’ perceived corpus literacy and their intention to integrate corpora into classroom teaching: A survey study. ReCALL, 35(1), 19-39. https://doi.org/10.1017/S0958344022000180
  • Ma, Q., & Mei, F. (2021). Review of corpus tools for vocabulary teaching and learning. Journal of China Computer-Assisted Language Learning, 1(1), 177-190. https://doi.org/10.1515/jccall-2021-2008
  • Martin, N. J. L., Pujadas, E. C., Villanueva, M. L. C., & Guinjoan, M. F. (2017). Corpora and new technologies in the linguistics classroom: a pedagogical use of a clause pattern database. Revista de la Asociación Española de Lingüística Aplicada, 15(1), 150-165.
  • McEnery, T., & Kifle, A. (2002). Epistemic modality in argumentative essays of second-language writers. In J. Flowerdew (Ed.), Academic discourse (pp. 182-195). Pearson Education Limited.
  • Milton, J., & Hyland, K. (1999). Assertions in students’ academic essays: A comparison of L1 and L2 writers. In R. Berry, B. Asker, K. Hyland, & M. Lam (Eds.), Language analysis, description and pedagogy (pp. 147-161). HKUST.
  • Muşlu, M. (2018). Use of stance lexical bundles by Turkish and Japanese EFL learners and native English speakers in academic writing. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 17(4), 1319-1336.
  • Myhill, J., & Laura, A. S. (1995). Discourse and interactive functions of obligation expressions. In J. Bybee & S. Fleischmann (Eds.), Modality in grammar and discourse (pp. 239-292). John Benjamins.
  • Narrog, H. (1995). On defining modality again. Language Sciences, 2, 165-192. https://doi.org/10.1016/j.langsci.2003.11.007
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  • Nhat, T., & Minh, N. (2020). A study on modality in English-medium research articles. VNU Journal of Foreign Studies, 36(6), 74-92. https://doi.org/10.25073/2525-2445/vnufs.4630
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  • Torabiardakani, N., Khojasteh, L., & Shokrpour, N. (2015). Modal auxiliaries and their semantic functions used by advanced EFL students. Acta Didactica Napocensia, 8(2), 51–60. http://padi.psiedu.ubbcluj.ro/adn/article_8_2_6.pdf
  • Urzua, A. (2015). Corpora, context, and language teachers. In V. Cortes & E. Csomay (Eds.), Corpus-based research in applied linguistics: Studies in honor of Doug Biber (pp. 99-122). John Benjamins Publishing Company.
  • Vassileva, I. (2001). Commitment and detachment in English and Bulgarian academic writing. English for Specific Purposes, 20(1), 83-102. https://doi.org/10.1016/S0889-4906(99)00029-0
  • Verhulst, A., Depraetere, I., & Heyvaert, L. (2013). Source and strength of modality: An empirical study of root should, ought to and be supposed to in present-day British English. Journal of Pragmatics, 55, 210-225. https://doi.org/10.1016/j.pragma.2013.05.010
  • Viana, V. (2006). Modals in Brazilian advanced EFL students' compositions: A corpus-based investigation. Profile: Issues in Teachers' Professional Development, 7(1), 77-86. https://www.redalyc.org/pdf/1692/169213802006.pdf
  • Woodford, K. (2003). Cambridge advanced learner's dictionary. Cambridge University Press.
  • Yang, X. (2018). A corpus-based study of modal verbs in Chinese students’ academic writing. English Language Teaching, 11(2), 122-130. https://doi.org/10.5539/elt.v11n2p122
Toplam 102 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Ali Şükrü Özbay 0000-0002-3421-0650

Zehra Gürsoy 0000-0003-0634-9062

Proje Numarası -
Yayımlanma Tarihi 31 Ocak 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 6 Sayı: 1

Kaynak Göster

APA Özbay, A. Ş., & Gürsoy, Z. (2023). Computerized corpus as a tool for educational technology and learning in the analysis of four-word recurrent expressions. Journal of Educational Technology and Online Learning, 6(1), 249-272. https://doi.org/10.31681/jetol.1186346
 Kapak Resmi İndir


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JETOL is abstracted and indexed by ERIC - Education Resources Information Center.