Text and Technology
In honour of John Sinclair
1st Edition
Published on 1. June 1993
XII, 361 pages
978-90-272-8587-4 (ISBN)
Description
Text and Technology focuses on three major areas of modern linguistics: discourse analysis, corpus-driven analysis of language, and computational linguistics. The volume starts off with a description of the various British traditions in text analysis by Michael Stubbs. The first section "Spoken and Written Discourse" contains contributions by Martin Warren, Mohd Dahan Hazadiah., Amy B.M. Tsui, Anna Mauranen and Susan Hunston. The next section on corpus-driven analysis "Corpus Studies: Theory and Practice" contains contributions by Gill Francis, Bill Louw, Allan Partington, Elena Tognini-Bonelli. The contributions in this section by Kirsten Malmkjær and Mona Baker deal specifically with translated text. The final third section "Text and Technology: Computational Tools" has contributions by David Coniam, Jeremy Clear, Junsaku Nakamura, Geoff Barnbrook and Margaret Allen. In spite of the specialised nature of the topics discussed and the level of sophistication with which these topcis are handled, the papers are written in a clear and accessible style and will therefore be of interest to seasoned scholars and students alike. An extensive index further enhances the value of this collection as a reference point for many of the issues that currently lie at the heart of modern linguistics enquiry.
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Content
- TEXT AND TECHNOLOGY In Honour of John Sinclair
- Title page
- Copyright page
- Dedication
- Table of contents
- Foreword
- References
- British Traditions in Text Analysis From Firth to Sinclair
- 0. Some principles from Firth to Halliday and Sinclair
- 1. Alternative traditions
- 2. The practical applications of linguistics
- 3. Grammar and discourse, data and models
- 4. Methodology: attested data and text corpora
- 5. The essential content: form and meaning, lexis and grammar
- 6. The nature of linguistic behaviour
- 8. Beyond Saussurian dualisms
- 8. Looking up
- 8.1 Data-driven linguistics
- 8.2 Probabilistic grammar
- 8.3 Descriptive and pedagogical grammars
- 8.4 Linguistic variability
- 8.5 The public nature of science
- 8.6 Linguistic facts
- 8.7 The problem of order
- 9. Descriptions and theories, methods and applications
- Notes
- Acknowledgements
- References
- 1. Spoken and Written Discourse
- Inexplicitness A Feature of Naturalness in Conversation
- Abstract
- 0. Introduction
- 1. The notion of context
- 1.1 Context and conversational coherence
- 2. Linguistic realisations of inexplicitness
- 3. Contextual components contributing to the level of inexplicitness
- 3.1 The physical setting and its institutionalisation
- 3.2 Shared knowledge
- 3.3 Linguistic context and its influence on inexplicitness
- 4. Interpreting inexplicitness in conversation
- 5. Conclusion
- Notes
- References
- Topic as a Dynamic Element in Spoken Discourse
- Abstract
- 0. Introduction
- 0.1 The notion of topic
- 0.1.1 Inexplicitness as an outcome of topic creation and development
- 0.1.2 Prospection
- 1. A dynamic model of discourse
- 1.1 Planes of discourse
- 1.2 Plane change
- 2. Topic-Framework
- 2.1 Topic-Framework as a rank in discourse
- 2.2 The structure of the Topic-Framework
- 3. Relevance in the Topic-Framework
- 3.1 Relevance as a semantic notion
- 3.2 The notion of aboutness
- 3.2.1 Maintenance for or challenge to aboutness
- 3.3 Relevance as a property of structure in discourse
- 3.3.1 Prospection as afeature of structure
- 4. Concluding remarks
- Notes
- References
- Interpreting Multi-act Moves in Spoken Discourse
- Abstract
- 0. Introduction
- 0.1 Multi-act moves
- 0.2 The discourse value of acts
- 0.2.1 Head acts and starters
- 1. Identifying the head act
- 1.1 The co-occurrence of elicitations
- 1.2 Elicitations and informatives
- 1.3 Requestives and informatives
- 1.4 Requestives and elicitations
- 1.5 Directives and informatives
- 1.6 Directives and elicitations
- 2. Further observations
- 3. Concluding remarks
- Notes
- References
- Theme and Prospection in Written Discourse
- Abstract
- 0. Introduction
- 1. Theme in Finnish and English
- 2. Some assumptions about thematic progression
- 3. Thematic progression: towards the formulation of hypotheses
- 4. Theme and prospection
- 5. Conclusion
- References
- Professional Conflict Disagreement in Academic Discourse
- Abstract
- 0. Introduction
- 1. The texts
- 2. The relevance of the conflict
- 3. The management of conflict: representing knowledge claims
- 3.1 Common strategies
- 3.1.1 Differentials in status
- 3.1.2 Modification of status
- 3.2 Differences between empirical and other papers
- 3.2.1 The use of attitudinal verbs
- 3.2.2 Adverbial modification
- 3.2.3 Appeal to consensus
- 4. The resolution of the conflict
- 5. Conclusion
- Notes
- References
- 2. Corpus Studies: Theory and Practice
- A Corpus-Driven Approach to Grammar Principles, Methods and Examples
- Abstract
- 0. Introduction
- 1. The treatment of lexis in a traditional descriptive grammar
- 1.1 Introductory 'it' as Object
- 1.2 Appositive 'that' -clause qualifiers
- 2. A lexical and phraseological grammar
- 2.1 The role of phraseology
- 3. Item and environment: a methodological convenience
- 3.1 From introductory 'it' to the grammar of 'possible'
- 4. Appositive thai-clause qualifiers: a lexical approach
- 4.1 Lexical range and semantic sets
- 4.2 Meaning
- 4.3 Phraseological constraints
- 4.4 Indefinite articles and plural forms
- 5 Conclusion
- Notes
- References
- Irony in the Text or Insincerity in the Writer? The Diagnostic Potential of Semantic Prosodies
- Abstract
- 0. Introduction
- 1. Semantic prosodies in Larkin's poem's
- 1.1 Semantic prosodies in Larkin's 'First Sight'
- 1.2 A semantic prosody in Larkin's 'Days'
- 2. Irony and semantic prosodies
- 3. Prosodic clash and possible insincerity
- 4. Grading suasive texts: 'good' and 'bad' prosodies
- 5. Conclusion
- Notes
- References
- Appendix
- Corpus Evidence of Language Change The Case of the Intensifier
- Abstract
- 0. The status of diachronic linguistics
- 1. Intensifiera and hyperbole
- 2. A historical process: the shift from modal to intensifier
- 3. The process of historical relexicalisation and delexicalisation
- 3.1 The 'terribly' group of words
- 3.2 The 'highly' group of words
- 4. Delexicalisation and shared meaning
- 5. The meaning of novelty
- 6. Syntactic changes
- 7. Conclusion
- Notes
- References
- Interpretative Nodes in Discourse Actual and Actually
- Abstract
- 0. Introduction
- 1. The adjective actual
- 1.1 The functions of adjectives
- 1.2 The specific features associated with 'actual'
- 1.2.1 The correlation between two elements
- 1.2.2 Other uses of 'actual'
- 1.2.3 The discourse angle
- 2. The adverb actually
- 2.1 The correlation between two elements
- 2.1.1 Repositioning the interpretative angle
- 2.1.2 Unexpectedness
- 1.2.3 Self-correction, mitigation and challenge
- 3. Conclusion
- Notes
- References
- Who Can Make Nice A Better Word Than Pretty? Collocation, Translation, and Psycholinguistics
- Abstract
- 0. Introduction
- 0.1 The relationship between intuition and data
- 0.2 Translation studies as a data resource for other disciplines
- 1. A case of conflicting intuitions
- 1.1 The data
- 1.2 Intuitions about the sentence
- 1.3 The sentence in the context of textual analysis
- 2. Collocational translational stylistics: an example
- 2.1 A story theme
- 2.2 The translation of adjectives
- 2.3 'Nydelig' and its co-textual context
- 3. Two types of translator
- 3.1 Translators' relationships with their languages
- 3.2 Intuition, exposure and psycholinguistics
- 4. The psycholinguistics of late bilingualism
- 4.1 Two views about the relationship between L1 and L2 acquisition
- 4.2 Differences between native and native-like speakers
- 4.3 Coppieter's study and the difference between two types of translator
- 4.4 The psycholinguistic explanation
- 4.5 The explanation for the discrepancy between intuitions and use
- 5. Towards an explication of speakers' gradual manipulation of the evidence
- 6. Conclusion
- Notes
- References
- Appendix:Sources for the translations
- Corpus Linguistics and Translation Studies Implications and Applications
- Abstract
- 0. Introduction
- 1. Translation studies: the state of the art
- 1.1 Central issues: the status of the source text and the notion of equivalence
- 1.2 Developments which support a move towards corpus-based research
- 1.2.1 New perspectives: poly system theory
- 1.2.2 From equivalence to norms
- 1.2.3 The rise of descriptive translation studies
- 2. Corpus work in translation studies: the potential
- 2.1 Universal features of translation
- 2.2 Translational norms operating in a given socio-cultural context
- 2.3 Other issues for corpus research
- 3. Conclusion
- Notes
- References
- 3. Text and Technology: Computational Tools
- A Prototype Boundary Marker
- Abstract
- 0. Introduction
- 1. Natural language parsing: the state of the art
- 2. The boundary marker: system overview
- 2.1 Text files
- 2.2 The dataset of word-class information
- 2.3 The lexicon of known words
- 2.4 The affix dataset
- 3. The boundary marker: program operation
- 3.1 Assigning boundaries
- 3.2 Program output
- 4. Evaluation of version 1 and development of version 2 of the program
- 4.1 The collocation dataset
- 4.2 The category dataset
- 4.3 The word dataset
- 4.4 The introduction of new boundaries
- 4.5 The introduction of rules
- 4.5.1 Verb group rules
- 4.5.2 Pronoun rules
- 4.5.3 Punctuation rules
- 4.5.4 Phrasal verbs
- 4.5.5 Postmodifying groups
- 4.5.6 Postmodifying clauses
- 4.5.7 Coordination
- 5. Conclusion
- Notes
- References
- From Firth Principles Computational Tools for the Study of Collocation
- Abstract
- 0. Collocations and lexicography
- 1. The importance of computational methods
- 2. Two different tools for two different needs
- 3. The collocate program
- 4. Two measures of significance
- 5. Evaluating the output
- 6. Positional variation
- 7. Conclusion
- Notes
- References
- Statistical Methods and Large Corpora A New Tool for Describing Text Types
- Abstract
- 0. Introduction
- 1. The data for the current study
- 1.1. The corpus
- 1.2 The categories
- 2. Methodology and statistical technique
- 2.1 Basic procedures: lemmatising, disambiguating & adjusting figures
- 2.2 Hayashi's quantification method type III
- 3. Discussion of results
- 3.1 The distribution of corpora
- 3.2 The interpretation of the axes
- 4. Conclusion
- Notes
- References
- The Automatic Analysis of Dictionaries Parsing Cobuild Explanations
- Abstract
- 0. Introduction
- 0.1 Cobuild explanations vs. conventional definitions
- 0.2 The Student's Dictionary and its usefulness as a sample
- 1. The analysis of Cobuild explanations: structural patterns
- 1.1 Basic structures of Cobuild explanations
- 1.1.1 Standard (three field) explanations
- 1.1.2 Non-standard explanation types
- 1.2 Initial words as a starting-point for pattern recognition
- 1.3 From initial word to recurring structural patterns
- 2. Refining the methodology for identifying structural patterns
- 2.1 The role of grammatical information
- 3. From structural to functional analysis
- 3.1 Functional elements
- 3.2 Functional components v. literal elements
- 4. Overview and evaluation of parsing strategies
- 4.1 Coverage
- 4.2 Refinements
- 4.2.1 The refinement of parsing strategies
- 4.2.2 The refinement of explanations
- 4.3 Overlapping patterns and strategies
- 4.4 Other information needed
- 5. Applications
- 5.1 Navigating the dictionary database for natural language processing
- 5.2 The automatic thesaurus
- 5.3 Dictionary refinement
- 5.4 Dictionary translation
- 6. Conclusion
- References
- Teaching,Text and Technology A Hypermedia Environment
- Abstract
- 0. Introduction
- 1. The research project
- 2. The rationale for a focus on intonation
- 3. The technology
- 3.1 Hypermedia technology and language teaching
- 4. The theoretical framework: a Vygotskian theory of learning
- 4.1 The zone of proximal development (ZPD)
- 4.2 Activity settings
- 4.3 The significance of a social theory of teaching and learning
- 5. Application to the present study
- 6. Working in a hypermedia environment
- 6.1. An example of working in the zone of proximal development
- 6.2. The other-to-self-regulation continuum
- 6.3. An example of peer support
- 6.4. Students' own goals and perceptions
- 7. Conclusion
- Notes
- References
- Index
