Computerized corpus as a tool for educational technology and learning in the analysis of four-word recurrent expressions
Year 2023,
Volume: 6 Issue: 1, 249 - 272, 31.01.2023
Ali Şükrü Özbay
,
Zehra Gürsoy
Abstract
The study aimed to investigate the disciplinary variations and the structural/functional features of recurrent expressions in the introduction and literature sections of the Master of Arts (MA) theses in two corpora. It is significant since the bundles fulfil specific functions in the form of formulaic language. The sampling of the study was Turkish and British academic writers. Their essays mainly based on academic argumentative topics were selected as analysis data. Data collection included compilation and categorization of the computerized corpora for possible differences and similarities. Sketch Engine, an online text analysis tool, was used for the analysis. Exploring the usage patterns of recurrent expressions among the native and non-native corpora, we also analysed the four-word recurrent expressions and featured the existing variations of functional and structural aspects. Cross-linguistic analysis revealed that Turkish writers distinguish some features of recurrent expressions more than others Structural expressions encompassed the verb-based, noun and propositional structures. The research, text, and participant oriented recurrent expressions built up the functional groups. The most frequently used functional categories were location and description in research-oriented recurrent expressions. The findings also indicated a positive role of recurrent expressions in the learning of the disciplinary features. Structural similarities were also found, indicating strong functional features for constructing discourse in research writing. The implication is that creating appropriate academic discursive practices with a focus on the properties of the recurrent expressions can be better analysed by employing several online corpus tools.
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Year 2023,
Volume: 6 Issue: 1, 249 - 272, 31.01.2023
Ali Şükrü Özbay
,
Zehra Gürsoy
References
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- Akbulut, D., F. (2020). A bibliometric analysis of lexical expressions usage in native and non-native academic writing. Journal of Language and Linguistic Studies, 16(3), 1146-1166. https://doi.org/10.17263/jlls.803583
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- Csomay, E. (2013). Lexical bundles in discourse structure: A corpus-based study of classroom discourse. Applied Linguistics, 34(3), 369-388. https://doi.org/10.1093/applin/ams045
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- Deshors, S.C., & Gries, S.T. (2014). A case for the multifactorial assessment of learner language: The uses of may and can in French-English interlanguage. In D. Glynn & J.A. Robinson (Eds.), Corpus methods for semantics: Quantitative studies in polysemy and synonymy (pp. 179–204). John Benjamins. https://doi.org/10.1075/hcp.43.07des
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- Dittmar, N., & Terborg, H. (1991). Modality and second language learning: A challenge for linguistic theory. In T. Huebner & C. A. Ferguson (Eds.), Crosscurrents in second language acquisition and linguistic theory (pp. 347–384). John Benjamins.
- Dutra, D.P. (1998). The acquisition of English root modality by non-native speakers (Publication No. 9837383) [Doctoral dissertation, University of Florida]. ProQuest Dissertations Publishing.
- Efstathiadi, L. (2011). Epistemic modality markers in L1 and L2 discourse of modern Greek: A corpus-based study. Proceedings of the 31st Annual Meeting (pp. 138-156).
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