Featured Linguist!

Jost Gippert: Our Featured Linguist!

"Buenos dias", "buenas noches" -- this was the first words in a foreign language I heard in my life, as a three-year old boy growing up in developing post-war Western Germany, where the first gastarbeiters had arrived from Spain. Fascinated by the strange sounds, I tried to get to know some more languages, the only opportunity being TV courses of English and French -- there was no foreign language education for pre-teen school children in Germany yet in those days. Read more



Donate Now | Visit the Fund Drive Homepage

Amount Raised:

$34378

Still Needed:

$40622

Can anyone overtake Syntax in the Subfield Challenge ?

Grad School Challenge Leader: University of Washington


Publishing Partner: Cambridge University Press CUP Extra Publisher Login
amazon logo
More Info


New from Oxford University Press!

ad

What is English? And Why Should We Care?

By: Tim William Machan

To find some answers Tim Machan explores the language's present and past, and looks ahead to its futures among the one and a half billion people who speak it. His search is fascinating and important, for definitions of English have influenced education and law in many countries and helped shape the identities of those who live in them.


New from Cambridge University Press!

ad

Medical Writing in Early Modern English

Edited by Irma Taavitsainen and Paivi Pahta

This volume provides a new perspective on the evolution of the special language of medicine, based on the electronic corpus of Early Modern English Medical Texts, containing over two million words of medical writing from 1500 to 1700.



E-mail this page 1

Dissertation Information


Title: A Corpus-linguistic Investigation into the Lexis of Written English EU Discourse: An ESP pedagogic perspective Add Dissertation
Author: Reka Jablonkai Update Dissertation
Email: click here to access email
Homepage: http://www.uni-corvinus.hu/index.php?id=24294&no_cache=1&tx_efcointranet_pi1[fomenu]=publikaciok&tx_efcointranet_pi1[cusman]=rjablon
Degree Awarded: Eötvös Loránd University , Language Pedadogy Programme
Completed in:
2011
Linguistic Subfield(s): Applied Linguistics Text/Corpus Linguistics
Subject Language(s): English
Director(s): Krisztina Károly

Abstract: The aim of this dissertation is twofold: 1) it provides a theory-based
model for corpus creation and course design in discipline-specific English;
and 2) it aims to extend research into the use of English in the context of
the European Union. As previous studies have mainly focused on language
policy, translation and terminology issues, and as there is little research
into the English language use within the European Union for ESP pedagogic
purposes, the specific goal of this study is to explore the discourse of
written English EU documents with language learners in mind. In order to
gain a comprehensive picture of this particular variety of English, the
approach and methods of corpus linguistics have been found appropriate,
given its focus on real language use and tools that allow the analysis of a
large number of texts. Therefore, the so called, English EU Discourse
Corpus (EEUD Corpus) was compiled based on a needs analysis survey among
members of the EU discourse community, as a starting point for further
investigation following the steps of the proposed comprehensive Model for
Corpus Creation for ESP. The corpus analysis concentrated on the frequent
lexical items, their collocational behaviour, and frequent multi-word
items. The investigation of frequently used lexical items applied the
notion of the word family, and resulted in the EU Word List, with 513 word
families frequently used in English EU texts. The results of the
collocational analysis of a few selected lemmas show marked differences in
the behaviour of the analysed lexical items in a general corpus, the BNC
Written, and the specialised EEUD Corpus. Finally, the analysis of
frequently used multi-word items shows the tendency of written English EU
discourse – as represented by the EEUD Corpus – to apply a large number of
lexical bundles in high frequencies; this suggests that a fairly large
proportion of EU texts is made up of formulaic patterns. These findings, on
the one hand, provide a clearer understanding of the special
characteristics of EU discourse or 'eurojargon'; and, on the other hand,
they can serve as the basis for sound course and materials design for EU
English courses. The study also provides sample tasks, in order to
demonstrate how the results can be utilised for the actual ESP teaching
practice.