University Language

Name: University Language | A corpus-based study of spoken and written registers
Brand: John Benjamins Publishing Company
Price: 118.99 EUR
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A corpus-based study of spoken and written registers

Douglas Biber(Autor*in)

John Benjamins Publishing Company

1. Auflage

Erschienen am 1. Juni 2006

VIII, 261 Seiten

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Inhalt

University Language
Editorial page
Title page
LCC data
Table of contents
Acknowledgements
Introduction
1.1. The student perspective: Language in the university
1.2. A short case study: Textbooks versus classroom teaching
1.3. Previous research on academic language
1.3.1. "Register'' and "genre'' perspectives on academic language
1.3.2. Previous Multi-Dimensional studies of academic registers
1.3.3. The grammatical description of written academic prose in The Longman Grammar of Spoken and Written English
1.4. Strengths and weaknesses of previous research
1.5. Background of the present book: Introduction to the T2K-SWAL Project
1.6. Overview of the present book
Note
The Spoken and Written Academic Language (T2K-SWAL) Corpus
2.1. Design and construction of the T2K-SWAL Corpus
2.2. Transcription, scanning, and editing of texts in the T2K-SWAL Corpus
2.3. Grammatical tagging and tag-editing
2.4. Overview of linguistic analyses
Notes
Vocabulary use in classroom teaching and textbooks
3.1. Introduction
3.2. A note on methodology
3.3. Vocabulary use in university registers
3.3.1. Vocabulary in classroom teaching and textbooks
3.3.2. Vocabulary across academic disciplines
3.4. Conclusion
Notes
Grammatical variation among university registers
4.1. Introduction
4.2. Content word classes
4.3. Nouns and pronouns
4.4. Semantic classes for nouns
4.4.1. The noun thing in spoken university registers
4.5. Semantic classes of verbs
4.6. Variation in the verb phrase
4.7. Discourse connectors
4.7.1. Discourse markers in spoken university registers
4.7.2. Linking adverbials in written university registers
4.8. Dependent clauses
4.8.1. Relative clauses
4.8.2. Adverbial clauses
4.8.3. Complement clauses
4.9. Chapter summary
The expression of stance in university registers
5.1. Introduction
5.2. A framework for the study of stance
5.2.1. Grammatical, lexical, and paralinguistic marking of stance
5.2.2. Attribution of stance
5.2.3. Stance features included in the present study
5.3. Distribution and functions of stance features
5.3.1. Modal verbs as stance markers
5.3.2. Stance adverbs across registers
5.3.3. Stance complement clauses across registers
5.4. Comparing the stance of university registers
5.4.1. Academic registers
5.4.2. Management/advising registers
5.5. Chapter summary
Note
Lexical bundles in university teaching and textbooks
6.1. Introduction
6.2. General characteristics of lexical bundles
6.3. Lexical bundles in university classroom teaching and textbooks Section coauthors: Susan Conrad and Viviana Cortes [based on a revised version of Biber, Conrad, & Cortes 2004]
6.3.1. Overall distribution of bundles in classroom teaching and textbooks
6.3.2. Discourse functions of lexical bundles in university classroom teaching and textbooks
6.3.3. Stance bundles
6.3.4. Discourse organizing bundles
6.3.5. Referential bundles
6.3.6. Register variation in the functional exploitation of lexical bundles
6.4. Lexical bundles across the full range of university registers
6.4.1. Lexical bundles in spoken university registers
6.4.2. Lexical bundles in non-academic written registers
6.5. Lexical bundles across academic disciplines
6.6. Postscript: The theoretical status of lexical bundles in university registers
Notes
Multi-dimensional patterns of variation among university registers
7.1. Introduction
7.2. Application of the 1988 MD analysis to university registers
7.2.1. Overview of the 1988 MD analysis
7.2.2. Relations among university registers with respect to the 1988 dimensions
7.3. Motivating a 'new' MD analysis of university registers
7.4. Factor analysis of linguistic features in the T2K-SWAL corpus
7.5. Interpretation of the university (T2K-SWAL) dimensions of variation
7.5.1. Dimension 1: Oral vs. literate discourse
7.5.2. Dimension 2: Procedural vs. content-focused discourse
7.5.3. Dimension 3: Reconstructed account of events
7.5.4. Dimension 4: Teacher-centered stance
7.5.5. The distribution of stance features across the university dimensions
7.5.6. Differences among academic disciplines
7.6. Comparison of the general spoken/written dimensions (1988) and the T2K-SWAL dimensions of variation
Notes
Synthesis and future directions
8.1. Speech versus writing in the university
8.2. Linguistic correlates of advising/management
8.3. The relative unimportance of academic instruction as a communicative purpose that cuts across speech and writing
8.4. The relative unimportance of differences in audience and interactivity as parameters that distinguish among the spoken registers
8.5. The central importance of stance
8.6. The complex patterns of use across academic disciplines
8.7. Future directions
References
Appendix A: Analytical procedures for the linguistic analyses
1. Overview of linguistic analyses
2. Vocabulary distributions
3. Semantic categories of the major word classes
3.1. Semantic categories for verbs
3.2. Semantic categories for nouns
Notes
Appendix B: Methodological issues in quantitative vocabulary analyses
1. Representativeness of the corpus
2. Comparisons across corpora
2.1. Experiments on the influence of corpus design on vocabulary distributions
Note
Index
The series Studies in Corpus Linguistics

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