通过对56万余字的语言学语料用AntConc 3.5.8等软件进行统计,创建了包括469个词的语言学学术词汇表(Linguistic Academic Word List,LAWL)和包括338个词的语言学术语词汇表(Linguistic Terminological Word List,LTWL)。LAWL是排除了通...通过对56万余字的语言学语料用AntConc 3.5.8等软件进行统计,创建了包括469个词的语言学学术词汇表(Linguistic Academic Word List,LAWL)和包括338个词的语言学术语词汇表(Linguistic Terminological Word List,LTWL)。LAWL是排除了通用词汇表(GSL)和通用学术词汇表(AWL)之后的专门学科词汇。LTWL不必排除通用词汇表和通用学术词汇表,所以除了与LAWL有265个词交叉之外,还包括GSL和AWL的73个词。展开更多
In order to improve the automatic retrieval ability of English vocabulary, for the distribution of semantic attributes in English vocabulary, an automatic classification method of English vocabulary is proposed based ...In order to improve the automatic retrieval ability of English vocabulary, for the distribution of semantic attributes in English vocabulary, an automatic classification method of English vocabulary is proposed based on association rules, English vocabulary data storage model is constructed, a two element linguistic feature function is constructed for describing the directionality of English lexical retrieval scheduling, English vocabulary classification decision making model is constructed based on contextual relations of English vocabulary, the features of the association rules of English vocabulary are extracted, the adaptive learning method is used to realize the automatic classification of English vocabulary. The simulation results show that the method of English vocabulary classification has good performance, the classification error rate is low, the retrieval precision is high, and the computational overhead is small.展开更多
In the ESP (English for Specific Purposes) tradition of genre-based approaches to academic literacy, one of the most noteworthy language features lies in lexical phrases. The lexical phrases investigated in the curr...In the ESP (English for Specific Purposes) tradition of genre-based approaches to academic literacy, one of the most noteworthy language features lies in lexical phrases. The lexical phrases investigated in the current study consist of both general lexical phrases (i.e., lexical bundles/clusters/formulaic sequences in vocabulary and linguistic studies) and move- specific lexical phrases (i.e., lexical phrases specific to the move/steps) as both are necessary for students to master in the construction of academic texts. Studies on either type have, however, tended to neglect the importance of the other and few studies have looked at students' acquisition of these phrases within the genre-based framework. This study reports on the process of acquisition of lexical phrases in two cases with distinct starting levels over a period of one semester in an EAP genre-based academic writing classroom. The study was part of a larger project conducted in a tertiary level institution in southern China for instructing disciplinary-specific academic writing. From the analysis of rewritings, genre analysis assignments, in conjunction with a weekly interview and learning journals, it was found that both students' awareness of lexical phrases was raised noticeably and a favorable number of phrases were used throughout the instructional period. Different patterns in the use of both general and move-specific lexical phrases were also found in their rewriting tasks, in terms of source of acquisition, perceived usefulness, number and appropriateness of use. This study is expected to offer pedagogical insights into the teaching and learning of academic lexical phrases for tertiary contexts.展开更多
文摘通过对56万余字的语言学语料用AntConc 3.5.8等软件进行统计,创建了包括469个词的语言学学术词汇表(Linguistic Academic Word List,LAWL)和包括338个词的语言学术语词汇表(Linguistic Terminological Word List,LTWL)。LAWL是排除了通用词汇表(GSL)和通用学术词汇表(AWL)之后的专门学科词汇。LTWL不必排除通用词汇表和通用学术词汇表,所以除了与LAWL有265个词交叉之外,还包括GSL和AWL的73个词。
文摘In order to improve the automatic retrieval ability of English vocabulary, for the distribution of semantic attributes in English vocabulary, an automatic classification method of English vocabulary is proposed based on association rules, English vocabulary data storage model is constructed, a two element linguistic feature function is constructed for describing the directionality of English lexical retrieval scheduling, English vocabulary classification decision making model is constructed based on contextual relations of English vocabulary, the features of the association rules of English vocabulary are extracted, the adaptive learning method is used to realize the automatic classification of English vocabulary. The simulation results show that the method of English vocabulary classification has good performance, the classification error rate is low, the retrieval precision is high, and the computational overhead is small.
文摘In the ESP (English for Specific Purposes) tradition of genre-based approaches to academic literacy, one of the most noteworthy language features lies in lexical phrases. The lexical phrases investigated in the current study consist of both general lexical phrases (i.e., lexical bundles/clusters/formulaic sequences in vocabulary and linguistic studies) and move- specific lexical phrases (i.e., lexical phrases specific to the move/steps) as both are necessary for students to master in the construction of academic texts. Studies on either type have, however, tended to neglect the importance of the other and few studies have looked at students' acquisition of these phrases within the genre-based framework. This study reports on the process of acquisition of lexical phrases in two cases with distinct starting levels over a period of one semester in an EAP genre-based academic writing classroom. The study was part of a larger project conducted in a tertiary level institution in southern China for instructing disciplinary-specific academic writing. From the analysis of rewritings, genre analysis assignments, in conjunction with a weekly interview and learning journals, it was found that both students' awareness of lexical phrases was raised noticeably and a favorable number of phrases were used throughout the instructional period. Different patterns in the use of both general and move-specific lexical phrases were also found in their rewriting tasks, in terms of source of acquisition, perceived usefulness, number and appropriateness of use. This study is expected to offer pedagogical insights into the teaching and learning of academic lexical phrases for tertiary contexts.