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A Corpus Linguistic Study on the Use of However in British Academic Spoken and Written English

Year 2018, Volume: 4 Issue: 2, 31 - 62, 17.12.2018

Abstract




Corpus studies shed light on academic discourse
in terms of genre, lexicon, and grammar. In order to expand grammatical
knowledge, this corpus-based study takes as an evidence based approach and
focuses on however, a single adverb reported as being one of the most commonly
used linking adverbials in academic discourse, and analyses the uses of however
in British academic spoken and written English. Analysis of British Academic
Written English (BAWE) and British Academic Spoken English (BASE) Corpus provided
comprehensive linguistic information on the use of linking adverbial however in
terms of its frequency, positional distribution in clauses, collocations and
clusters. The findings indicated that contrary to common  pedagogic academic writing and English as a
Second Language (ESL) or English as a Foreign Language (EFL) grammar
books,  however has various functions in
British academic English. Furthermore, usages of however differ in written and
spoken academic discourse. 

References

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  • Biber, D., Johansson, S., Leech, G., Conrad, S. & Finegan, E (1999), Longman grammar of spoken and written English. London: Longman.
  • Celce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar book: An ESL/EFL teacher’s course (2nd ed.). Boston, MA: Heinle
  • Cowan, R. (2008), The teacher’s grammar of English. New York, NY: Cambridge University Press.
  • Dülger, O. (2007), Discourse markers in writing. Selçuk Üniversitesi Sosyal Bilimler Dergisi, 18, 258-270. Retrieved from http://www.dergisosyalbil.selcuk.edu.tr/susbed/article/view/450/432
  • Halliday, M. A. K. & Matthiessen, C. (2004). An introduction to functional grammar. 3rd revised edition, London: Hodder Arnold.
  • Hamp-Lyons, L.(2011), English for academic purposes. In Hinkel, E (Ed.), Handbook of research on second language learning and teaching (pp. 89-105). New York, the USA: Routledge. Retrieved from https://www.researchgate.net/publication/303348210_English_for_Academic_Purposes
  • Lee E. (2004), A corpus-based analysis of the Korean EFL learners’ use of conjunctive adverbials. English Teaching, 59(4), 283-301.
  • Lewis, M (2000). Language in the lexical approach. In M. Lewis, Teaching collocation: Further developments in the lexical approach. (pp. 126- 54). Hove: Language Teaching Publications.
  • Lynch, T., & Anderson, K. (2013). Grammar for Academic Writing. Edinburgh: English Language Teaching Centre.
  • Narita, M., Sato, C. & Sugiura, M. (2004), Connector usage in the English essay writing of Japanese EFL learners, presented at the Fourth International Conference on Language Resources and Evaluation, Lisbon, 2004.
  • Nesi, H. (2016), Corpus studies in EAP. In Hyland, K.& Shaw, P. (Ed.), The Routledge handbook of English for academic purposes (pp. 206-217). London & New York: Routledge.
  • O’Halloran, K.L., Tan, S. & Smith, B. A. (2016), Multimodal approaches to English for academic purposes. In Hyland, K.& Shaw, P. (Ed.), The Routledge handbook of English for academic purposes (pp. 256-269). London & New York: Routledge.
  • Zou, B. & Peng, W. (2015) A corpus-based analysis of the use of conjunctions in an EAP teaching context at Sino-British University in China. In Zou, B., Hoey, M. & Smith, S. (Eds.), Corpus linguistics in Chinese context (pp. 134-157). London: Palgrave Macmillan.
  • Scott, M. (1997). WordSmith Tools Manual. Oxford: Oxford University Press.
  • Shin, D & Nation, P (2007). Beyond single words: the most frequent collocations in spoken English. ELT Journal, 62(4), 339-328. http://dx.doi.org/10.1093/elt/ccm091.
  • Tapper, M (2005), Connectives in advanced Swedish EFL learners’ written English – preliminary results. In Heinat F. & Klingvall E. (Eds), Working paper linguistics (pp.115-144). Lund: Department of English, Lund University.
  • Yan, Z. (2014) Adversative and concessive conjunctions in Chinese EFL writing (Unpublished doctoral dissertation). The Hong Kong Polytechic University, Hong Kong.
Year 2018, Volume: 4 Issue: 2, 31 - 62, 17.12.2018

Abstract

References

  • Aşık, A., Cephe, P.T. (2013) Discourse markers and spoken English: Nonnative use in the Turkish EFL setting. English Language Teaching, 6(12), 144-155. http://dx.doi.org/10.5539/elt.v6n12p144
  • Biber, D., Johansson, S., Leech, G., Conrad, S. & Finegan, E (1999), Longman grammar of spoken and written English. London: Longman.
  • Celce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar book: An ESL/EFL teacher’s course (2nd ed.). Boston, MA: Heinle
  • Cowan, R. (2008), The teacher’s grammar of English. New York, NY: Cambridge University Press.
  • Dülger, O. (2007), Discourse markers in writing. Selçuk Üniversitesi Sosyal Bilimler Dergisi, 18, 258-270. Retrieved from http://www.dergisosyalbil.selcuk.edu.tr/susbed/article/view/450/432
  • Halliday, M. A. K. & Matthiessen, C. (2004). An introduction to functional grammar. 3rd revised edition, London: Hodder Arnold.
  • Hamp-Lyons, L.(2011), English for academic purposes. In Hinkel, E (Ed.), Handbook of research on second language learning and teaching (pp. 89-105). New York, the USA: Routledge. Retrieved from https://www.researchgate.net/publication/303348210_English_for_Academic_Purposes
  • Lee E. (2004), A corpus-based analysis of the Korean EFL learners’ use of conjunctive adverbials. English Teaching, 59(4), 283-301.
  • Lewis, M (2000). Language in the lexical approach. In M. Lewis, Teaching collocation: Further developments in the lexical approach. (pp. 126- 54). Hove: Language Teaching Publications.
  • Lynch, T., & Anderson, K. (2013). Grammar for Academic Writing. Edinburgh: English Language Teaching Centre.
  • Narita, M., Sato, C. & Sugiura, M. (2004), Connector usage in the English essay writing of Japanese EFL learners, presented at the Fourth International Conference on Language Resources and Evaluation, Lisbon, 2004.
  • Nesi, H. (2016), Corpus studies in EAP. In Hyland, K.& Shaw, P. (Ed.), The Routledge handbook of English for academic purposes (pp. 206-217). London & New York: Routledge.
  • O’Halloran, K.L., Tan, S. & Smith, B. A. (2016), Multimodal approaches to English for academic purposes. In Hyland, K.& Shaw, P. (Ed.), The Routledge handbook of English for academic purposes (pp. 256-269). London & New York: Routledge.
  • Zou, B. & Peng, W. (2015) A corpus-based analysis of the use of conjunctions in an EAP teaching context at Sino-British University in China. In Zou, B., Hoey, M. & Smith, S. (Eds.), Corpus linguistics in Chinese context (pp. 134-157). London: Palgrave Macmillan.
  • Scott, M. (1997). WordSmith Tools Manual. Oxford: Oxford University Press.
  • Shin, D & Nation, P (2007). Beyond single words: the most frequent collocations in spoken English. ELT Journal, 62(4), 339-328. http://dx.doi.org/10.1093/elt/ccm091.
  • Tapper, M (2005), Connectives in advanced Swedish EFL learners’ written English – preliminary results. In Heinat F. & Klingvall E. (Eds), Working paper linguistics (pp.115-144). Lund: Department of English, Lund University.
  • Yan, Z. (2014) Adversative and concessive conjunctions in Chinese EFL writing (Unpublished doctoral dissertation). The Hong Kong Polytechic University, Hong Kong.
There are 18 citations in total.

Details

Primary Language English
Journal Section Research Articles
Authors

Yelda Orhon

Demet Kulaç Püren This is me

Emine Güzel This is me

Publication Date December 17, 2018
Submission Date March 5, 2018
Published in Issue Year 2018 Volume: 4 Issue: 2

Cite

APA Orhon, Y., Kulaç Püren, D., & Güzel, E. (2018). A Corpus Linguistic Study on the Use of However in British Academic Spoken and Written English. The Literacy Trek, 4(2), 31-62.

Creative Commons License The content is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Copyright rests with the author; The Literacy Trek must be referred properly.