louis rogers. current practice general academic vocabulary beyond individual words ...
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Louis Rogers
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www.macmillanskillful.com/
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Current practice
General academic vocabulary
Beyond individual words
Practicalities
The broader picture
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Current practices
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How similar are different genres and disciplines?
Academic writing - 15,559 Results
How do these style guides present academic writing?
Bennett’s survey
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Barrass, R. Scientists must write: A guide to better writing for scientists, engineers and students.
Brown, R, B. Doing your dissertation in business and management: The reality of researching and writing.
Fabb, N and Durant, A. How to write essays and dissertations: A guide for English literature students.
Kneale, P. Study skills for geography students: A practical guide.
Northedge et al. The sciences good study guide.
Strong, S.I How to write law essays and exams.
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General principles
Text structure
Grammatical issues
Lexical features
Other features
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Large degree of consistency
Evidence, caution and restraint, incorporation of sources
Formal, technical, objective
Structure – IMRD / IDC
Impersonal
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General Academic Vocabulary
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The Academic Word List (Coxhead)
4 discipline areas
3.5 million word corpus
570 word families
West’s 1953 General Service List
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75% = 2000 most frequent words
10-15% = academic vocabulary
10-15% = specialist vocabulary
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Job Examine
Quantitative Qualitative
Omission Persuasion
Classification Determine
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Multi-meaning words
Volume Attribute
Is one core list possible?
Moving beyond individual words
General Service List + AWL◦ Address, control, means◦ Address-issue, control-group, by-means
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Beyond individual words
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Hyland 2008 ◦ Electronic Engineering◦ Biology◦ Business Studies◦ Applied linguistics
4 word bundles
50 most frequent◦ On the other hand, as well as the, in the case of,
at the same time, the results of the Half on one list only
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Function of collocations◦Research-orientated = location, procedure,
quantification, description, topic
At the same time, the purpose of, a wide range of, the size of the, the currency board system
◦Text-orientated = transition, results, structure, framing
In addition to the, it was found that, in the next section, with the exception of
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Participant-orientated = stance, engagement
It is possible that, as can be seenDiscipline Research-
orientatedText-orientated
Participant-orientated
Biology 48.1% 43.5% 8.4%
Electrical engineering
49.4% 40.4% 9.2%
Applied linguistics
31.2% 49.5% 18.6%
Business studies
36% 48.4% 16.6%
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Sciences = research-orientated Social sciences = text-orientated
90% Vs. 80% and 9% Vs. 17%
Chunks not transferable
Functions are transferable
Relative weight of assessment type
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Hyland and Tse (2007)
◦ marketing strategy◦ learning strategy◦ coping strategy
Durrant (2009)◦ Life Sciences, Science and Engineering, Social-
Psychological, Social-administrative, Arts and Humanities
◦ 1000 two-word collocations across all 5 areas
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Three quarters grammatical
Reporting pattern ‘verb + that’◦ Argue, assumer, conclude, confirm, demonstrate,
emphasize, hypothesize, imply, indicate, note, predict, reveal, show, speculate, suggest, suppose
Frequency and pattern combined
Transferability of use not investigated◦ Based on, associate with, note that, defined as,
relationship between, effects on, indicate that
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Strong evidence for disciplinary differences
Broad or subtle? ◦ Nation - theory is theory no matter what the
discipline
Are grammatical collocations and functions more transferable?
Implications for institutions and teachers
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Time for research
Contact with academics
Time for materials development
Financial constraints
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Broad ESAP
Combined degrees
◦ Accountancy with; Management, Divinity, Law, IT, Economics, Spanish, Biology, Broadcast media, Geology, Psychology, HR, Finance, Leadership Mandarin, Logistics, and Maths
EAP teacher knowledge
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Variability of specialist areas◦ Management and Business
Consistent areas - Finance, Accounting, Statistics and Organisational Behaviour
Differences – Economics, Marketing, Computing, Enterprise, Law, Foreign Languages
Challenge in defining genres
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‘An expert is one who knows more and more about less and less.’ Nicholas Murray Butler
Bachelors, Masters, PhD
The interdisciplinary nature of the Colleges as a major stimulus to teaching and learning
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Highly flexible programme Extensive choice of subjects Acquire transferable skills Highly flexible undergraduate learning
environment Cater for a variety of different student
interests and career aspirations Develops analytical, quantitative,
computing, presentation and other transferable skills
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Progression through years
Sandwich degrees
Placements
Knowledge economy
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Skills to deal with a wide range of texts◦ Purpose, audience, aims
Ability to identify patterns
Critically analyse these features
Mixed backgrounds, experiences, disciplines allows for better analysis
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Is there a core academic vocabulary?
Are the differences significant enough?
How specific can we be?
How specific should we be?
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www.macmillanskillful.com/
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Anthony, L. (2011). Products, processes and practitioners: A critical look at the importance of specificity in ESP. Taiwan International ESP Journal. Vol 3:2 1-8
Bennett, K. (2009). English academic style manuals: A survey. English for specific purposes. 8 p43-54.
Biber, D, Conrad, S and Leech, G. (2002). Student Grammar of Spoken and Written English. Longman: Harlow.
Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34: 213-238.
Coxhead, A. (2011). The Academic Word List 10 Years On: Research and Teaching Implications. TESOL Quarterly, 45: 355-361
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Dovey, T. (2006). What purposes specifically? Re-thinking purposes and specificity in the context of the ‘new vocationalism’, English for Specific Purposes, 25(4), 387-402.
Durrant, P. (2009). Investigating the viability of a collocation list for students of English for academic purposes. English for specific purposes. 28 p157-169.
Eldridge, J. (2008). “No, There Isn’t an ‘Academic Vocabulary’ but…” TESOL Quarterly, 42: 109 – 113
Hyland, K., & Tse, P. (2007). Is there an “Academic Vocabulary”?. TESOL Quarterly, 41: 235 – 253.
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Hyland, K. (2008). As can be seen: Lexical bundles and disciplinary variation. English for specific purposes. 27 p4-21.
James, M.A. (2009). “Far” transfer of learning outcomes from an ESL writing course: Can the gap be bridged? English for Specific Purposes. 18 69-84
Jordan, R, R. (1998). English for Academic Purposes: A guide and resource book for teachers. Cambridge: Cambridge University Press.
Ramoroka, B, T. (2012). Teaching Academic Writing for the Disciplines: How far can we be specific in an EAP writing course? English Linguistics Research. 1:2 available at: http://dx.doi.org/10.5430/elr.vln2p33