| Autor: |
Omidian, Taha, Beliaeva, Natalia, Todd, Linda, Siyanova-Chanturia, Anna |
| Předmět: |
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| Zdroj: |
New Zealand Studies in Applied Linguistics; 2017, Vol. 23 Issue 2, p39-59, 21p |
| Abstrakt: |
It is widely acknowledged that learning English in the context of academic studies implies mastering academic vocabulary. Such vocabulary is not merely made up of single words, but also consists of multi-word items. Despite the fact that linguists have long called for the inclusion of multi-word items in vocabulary studies and have also pointed out the importance of these units for language learning, few studies in this area have attempted to investigate the use of academic vocabulary at both word and phrase levels. To bridge this gap, the present study examined the use of academic words from the Academic Word List (Coxhead, 2000) and academic formulae from the Academic Formulas List (Simpson-Vlach & Ellis, 2010) in essays produced by first language (L1) and second language (L2) school-age students. To this end, a corpus of L2 school essays was compiled and compared with a matched L1 corpus. Substantial differences were observed between the two corpora in terms of the use of academic words. However, both L1 and L2 writers were found to be comparable in their use of academic formulae. These findings and their implications are discussed in the context of teaching and learning academic vocabulary in K-12 settings (primary and secondary education). [ABSTRACT FROM AUTHOR] |
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