探討應用語言學期刊論文中學術字彙之使用｜國立清華大學博碩士論文庫

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研究生：	黃茹玉 Ju-Yu Huang
論文名稱：	探討應用語言學期刊論文中學術字彙之使用 Exploring the Use of Vocabulary from Academic Word List in Applied Linguistics Journal Articles
指導教授：	張寶玉 Viphavee Vongpumivitch
口試委員:
學位類別：	碩士 Master
系所名稱：	人文社會學院 - 外國語文學系 Foreign Languages and Literature
論文出版年：	2007
畢業學年度：	95
語文別：	英文
論文頁數：	189
中文關鍵詞：	語料庫、學術字彙表、搭配詞、字彙詞組、修辭功能
外文關鍵詞：	corpus, AWL, Collocations, Lexical bundles, Rhetorical functions
相關次數：	點閱：2 下載：0
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本研究旨在探討應用語言學期刊中學術字彙表(Academic Word List, AWL, Coxhead, 2000)中字彙之應用。藉由從五個應用語言學期刊—英語教學季刊(TESOL Quarterly)，現代語言期刊(The Modern Language Journal)，應用語言學期刊(Applied Linguistics)，語言學習期刊 (Language Learning)和第二語言研究期刊(Second Language Research)—所蒐集的兩百篇論文，我們建立了一個約一百五十萬字的應用語言學資料庫。
以此資料庫為基礎，本論文探討以下主題：一、學術字彙(AWL word-forms)在應用語言期刊論文中之使用頻率；二、研究應用語言學資料庫高頻率學術字彙的動名詞搭配(V-N collocation)和四字字彙詞組(four-word lexical bundle)；三、分析其中字彙詞組在期刊論文四個章節(Introduction-Method-Result-Discussion)之修辭功能；四、分析出高頻率的非學術內容字彙(non-AWL content word-forms)；五、調查英語系新生和第二外語教學的研究生對於列在前一百非學術字彙之熟悉度。本研究中選擇學術字彙、動名詞搭配、字彙詞組和非學術字彙的標準有以下三項。一、每個學術字彙或非學術字彙在資料庫的出現頻率必須高於五十遍，並且在五個期刊論文中的每一期刊出現五次以上；二、動名詞搭配和四字字彙詞組至少含有一個學術字彙(AWL word-form)；三、動名詞搭配在資料庫中必須至少出現十次以上，字彙詞組則須出現十五次以上。
本研究結果顯示學術字彙(AWL word-forms)於應用語言學資料庫中所佔比例達11.3%，意指學術字彙在應用語言學領域佔很高的比例。這些學術字彙當中符合本研究選字標準的477個字已佔了整個資料庫的8.8%，證明了這些高頻字彙有益於應用語言學領域的學生。此外，在前100學術字彙中含有41個動名詞搭配和26個四字字彙詞組；一個學術字彙可形成不同的動名詞搭配或字彙詞組，但我們發現同一個學術字彙所產生的不同動名詞搭配，最常使用在論文的不同章節(IMRD)，然而同一個學術字彙所產生的不同字彙辭組卻最常用於同一個章節中，這是因為動詞和名詞的意思可決定該動名詞所出現的章節，所以動名詞搭配中有動詞和名詞，較容易出現在不同章節。接著，就字彙詞組的修辭功能而言，同一個學術字彙所產生的字彙詞組通常表現同一個修辭功能，然而不同字彙所產生的字彙詞組也可表現相同的修辭功能，這意味著字彙的本質可以影響字彙詞組所展現的修辭功能。另外，本研究也分析出128個非學術字彙，當中包含很多應用語言學之專用字彙，如semantics, pragmatics, syntax等。最後，有關學生對非學術字彙中的高頻字彙熟悉度，我們發現第二外語教學的研究生的熟悉度高於英語系新生，這是因為研究生比起新生具有更多應用語言學的背景知識。
本論文的結果提供學生、老師和課程規劃者珍貴的資料。在專業英語(English for Specific Purposes, ESP)的課程中，477個學術字彙和128個非學術字彙的高頻字可以當作字彙學習的目標；教師可以將動名詞搭配、字彙詞組以及它的修辭功能等資料融入學生的寫作練習，以期讓學生明瞭如何在他們的寫作中應用這些搭配詞或詞組。未來的研究則可以進一步探討將這些資料應用在教室教學之成效，並且檢驗這些資料對應用語言學領域學生的實用性。

This study aims to address the use of academic vocabulary from the Academic Word List (AWL) (Coxhead, 2000) by compiling an “Applied Linguistics Corpus (ALC)” which consists of approximately 200 research papers published in five international journals in the field of applied linguistics: (1) TESOL Quarterly, (2) The Modern Language Journal, (3) Applied Linguistics, (4) Language Learning, and (5) Second Language Research. The ALC contains around 1.5 million running words.
The goals of this study are, first, to explore the frequency of the AWL vocabulary used in the applied linguistics journal articles; second, to investigate the verb-noun collocations and lexical bundles of the high frequency AWL vocabulary in the ALC; third, to analyze the rhetorical functions for the high frequency lexical bundles in Swales’ (1990) IMRD sections (Introduction- Method – Result – Discussion); fourth, to identify the non-AWL content vocabulary that occurs frequently in the ALC; and finally, to examine to what extent English-major freshmen and TEFL-program graduate students are familiar with the top 100 non-AWL vocabulary. Some criteria for selecting the AWL vocabulary, V-N collocations, four-word lexical bundles, the non-AWL content vocabulary in the ALC are as follows. First, each AWL or non-AWL word-form has to occur at least 50 times in the entire ALC and five times in each of the five journals. Second, the V-N collocations and four-word lexical bundles should include one of the top 100 AWL word-forms or the headword of their word families. Third, the V-N collocations should occur at least 10 times in the entire corpus and once in each of the five journals while the four-word lexical bundles should occur at least 15 times in the ALC and once in each of the five journals.
The findings show that the AWL word-forms account for 11.3% in the entire ALC, which implies the AWL word-forms account for high percentage in the field of applied linguistics. The 477 AWL word-forms make up 8.8% in the whole corpus, suggesting that the 477 word-forms are useful for learners in the field of applied linguistics due to their high frequency. Moreover, 41 V-N collocations and 26 four-word lexical bundles are identified among the top 100 AWL word-forms or the headword of their word families in the ALC. Different V-N collocations derived from the same
AWL word-form occur most frequently in different sections in research articles (RAs) but different bundles derived from the same AWL word-form most frequently occur in the same sections. This suggests that the verb and noun in the V-N collocations decide which RA section they most frequently occur in because the meanings of verb and noun would influence this decision. In terms of rhetorical functions of lexical bundles, almost all of the bundles with the same AWL word-form perform the same function in one RA section. Some AWL word-forms generate different bundles but all of the bundles perform common functions. The findings imply that the nature of a word would influence how their bundles perform the rhetorical functions. Furthermore, 128 non-AWL content word-forms are identified in the ALC and they include some specialized terms such as semantics, pragmatics, syntax in the applied linguistics field. Finally, the TEFL-program graduate students are more familiar with the top 100 non-AWL content word-forms than English-major freshmen because graduate students understand more background knowledge of applied linguistics field than freshmen.
The contribution of the present study is to provide valuable data for learners, teachers and course designers in the field of applied linguistics. In ESP courses, the 477 AWL word-forms and 128 non-AWL content word-forms can be the goal for vocabulary learning. Moreover, teachers can incorporate the V-N collocations and lexical bundles with its rhetorical functions into writing exercises for students to practice. In this way, students can become aware of how to use collocations and bundles in their writing. Future research can investigate the effectiveness of the application of the vocabulary, collocations or bundles in classroom teaching and examine their usefulness for students in the field of applied linguistics.

ABSTRACT (Chinese) .................................................................................................i
ABSTRACT (English).................................................................................................iii
ACKNOWLEDGEMENTS...........................................................................................v
TABLE OF CONTENTS.............................................................................................vii
LIST OF TABLES.........................................................................................................x
LIST OF FIGURES.....................................................................................................xii
CHAPTER 1 INTRODUCTION................................................................................1
1.1 Background of the Present Study.....................................................................1
1.2 The Rationale of the Present Study..................................................................2
1.3 The Purpose of the Present Study and Research Questions.............................3
1.4 Definitions of Terms........................................................................................4
1.5 Importance of the Present Study......................................................................5
CHAPTER 2 REVIEW OF LITERATURE..............................................................6
2.1 Corpus Linguistics...........................................................................................6
2.1.1 The Definition of Corpus Linguistics and the Corpus..........................6
2.1.2 The Characteristics of Corpus-based Analysis.....................................7
2.1.3 Analysis of Language Features Based on Corpus Linguistics..............7
2.1.4 The Corpus for English for Specific Purposes (ESP).........................11
2.1.5 Summary.............................................................................................11
2.2. Vocabulary in Language Teaching and Learning..........................................12
2.2.1 Four Kinds of Vocabulary...................................................................12
2.2.2. The General Service List (GSL)........................................................13
2.2.3 The Academic Word List (AWL)........................................................14
2.2.4 The Importance of Academic Vocabulary...........................................15
2.2.5 Technical Vocabulary..........................................................................16
2.2.6 The Low Frequency Words.................................................................17
2.2.7 Summary.............................................................................................18
2.3 Word Frequency Lists....................................................................................18
2.3.1 The Insights of Word Frequency Lists................................................19
2.3.2 The Rationale of Using Word Frequency Lists as Vocabulary Learning and Teaching Tools............................................................................21
2.3.3 The Criteria of a Good Word Frequency List.....................................22
2.3.4 Summary.............................................................................................25
2.4 The Study of Word Combination...................................................................25
2.4.1 Verb-Noun Collocations......................................................................25
viii
2.4.2 Lexical bundles...................................................................................27
2.4.3 Summary.............................................................................................39
2.5 Rhetorical Functions for AIMRD Sections in Research Articles...................40
2.5.1 Rhetorical Structures of RA Abstracts –Santos (1996).......................41
2.5.2 Rhetorical Structures of RA Introductions – Swales (1990)...............43
2.5.3 Rhetorical Structures of RA Method...................................................45
2.5.4 Rhetorical Structures of RA Results and Discussions–
Yang & Allison (2003).......................................................................47
2.5.5 Summary.............................................................................................49
2.6 The AWL-related Research............................................................................52
2.6.1 The AWL in ESP.................................................................................52
2.6.2 Various Perspectives of the AWL........................................................53
2.6.3 Summary.............................................................................................56
2.7 Summary of Chapter Two..............................................................................57
CHAPTER 3 METHODOLOGY.............................................................................58
3.1 Compilation of Applied Linguistics Corpus (ALC).......................................58
3.2 Data Analysis Procedures..............................................................................61
CHAPTER 4 RESULTS............................................................................................67
4.1 Frequency Analysis of AWL Vocabulary in the ALC....................................67
4.2 V-N Collocations and Lexical Bundles for High Frequency AWL Vocabulary.......................................................................................................................74
4.2.1 V-N Collocations.................................................................................74
4.2.2 Four-word Lexical Bundles................................................................84
4.3 Rhetorical Functions for Lexical Bundles in IMRD Sections.......................94
4.4 Non-AWL Content Word-forms in the ALC................................................101
4.5 Students’ Familiarity With Top 100 Non-AWL Content Word-forms.........103
CHAPTER 5 DISCUSSION AND CONCLUSION.............................................105
5.1 Summary of the Whole Study......................................................................105
5.2 Discussion of the Results.............................................................................109
5.2.1 Distribution of High Frequency AWL Word-forms in Coxhead’s Sublists.............................................................................................109
5.2.2 Comparison and Contrast Between V-N Collocations and Four-Word Lexical Bundles...............................................................................111
5.2.3 Rhetorical Functions of Four-word Lexical Bundles in the ALC.....116
5.2.4 Non-AWL Content Word-forms in the ALC.....................................117
5.2.5 Comparison and Contrast of Students’ Familiarity With Top
100 Non-AWL Word-forms Between Freshmen and Graduate Students............................................................................................................118
ix
5.3 Pedagogical Implications.............................................................................119
5.4 Contribution of the Study.............................................................................121
5.5 Limitation and Future Research...................................................................122
References..................................................................................................................123
Appendix A Permission Letters From Five Journals..............................................128
Appendix B Headwords of the Academic Word List..............................................136
Appendix C Rating Instructions for Rhetorical Functions.....................................138
Appendix D References for ALC............................................................................142
Appendix E Top 101-477 Word-forms in the ALC.................................................165
Appendix F Word Families of the 477 Word-forms in the ALC............................173
Appendix G Specific Rhetorical Functions for Four-word Lexical Bundles.........187
x
LIST OF TABLES
Table 2.1 The Most Common Right Collocates of big, large, and great in Two Registers From Longman-Lancaster Corpus.................................................9
Table 2.2 Overall Distribution of that-clause and to-clause in Conversation and Academic Prose (each * represent 500 occurrence per million words).......10
Table 2.3 Sample Word Families From the Academic Word List................................15
Table 2.4 Four Categories of Technical Vocabulary....................................................16
Table 2.5 The Most Frequent General, Spoken, and Automotive Words....................20
Table 2.6 Summary of Six Levels for Grouping Words under Word Families............23
Table 2.7 Structural Types of Lexical Bundles in the Study of Biber et al. (1999, p.
1001~1024)..................................................................................................29
Table 2.8 Structural Types of Lexical Bundles in the Study of Biber et al.
(2004)...........................................................................................................32
Table 2.9 Functional Types of Lexical Bundles in Three Studies................................33
Table 2.10 Structural Types of Lexical Bundles in the Study of Cortes (2004)..........36
Table 2.11 Selection Rules for Distribution of Lexical Bundle Across Different Texts.....................................................................................................................37
Table 2.12 Summary of the Selected Literature in Lexical bundles............................38
Table 2.13 A Proposed Rhetorical Patterns for RA Abstracts in the Field of Applied Linguistics by Santos.................................................................................42
Table 2.14 A CARS Model for RA Introductions.......................................................44
Table 2.15 An Overview of Moves and Steps Identified in the Method Sections of Management RAs.......................................................................................46
Table 2.16 Information Elements Included in the Method Section.............................47
Table 2.17 Rhetorical Structure in RA Results and Discussion in the Field of Applied Linguistics..................................................................................................48
Table 2.18 Rhetorical Functions in the AIMRD Sections in One RA.........................50
Table 3.1 Scope of RAs Selected from Each Journal..................................................59
Table 3.2 Criteria for Classifying One RA into AIMRD Sections...............................61
Table 3.3 Rhetorical Functions in Five RA Sections...................................................64
Table 3.4 Data Analysis Procedures............................................................................66
Table 4.1 Coverage of AWL Word-forms in Each Journal and the ALC.....................67
Table 4.2 Coverage of Top 477 AWL Word-forms in the ALC...................................67
Table 4.3 Coverage of Top 477 AWL Word-forms that Occurred in the ALC in Each of Coxhead’s Sublists.................................................................................69
xi
Table 4.4 Top 100 AWL Word-forms in the ALC........................................................71
Table 4.5 41 V-N Collocations of 24 AWL Word-forms..............................................76
Table 4.6 V-N Collocations in IMRD..........................................................................81
Table 4.7 26 Four-word Lexical Bundles of 12 AWL Word-forms.............................86
Table 4.8 Four-word Lexical Bundles in IMRD..........................................................90
Table 4.9 The Common Word-forms Found in Both Collocation and Bundle Groups....................................................................................................................92
Table 4.10 Structural Types of Four-word Lexical Bundles........................................94
Table 4.11 Distribution of Rhetorical Functions of Acquisition Lexical Bundles.......97
Table 4.12 Distribution of Rhetorical Functions of Target Lexical Bundles...............97
Table 4.13 Distribution of Rhetorical Functions of Role Lexical Bundles..................97
Table 4.14 Distribution of Rhetorical Functions of Significant Lexical Bundles........99
Table 4.15 Distribution of Rhetorical Functions of Found Lexical Bundles...............99
Table 4.16 The Non-AWL Content Word-forms in the ALC.....................................102
xii
LIST OF FIGURES
Figure 4.1 Coverage of Top 477 Word-forms in the ALC...........................................68
Figure 4.2 Percentage of Top 477 AWL Word-forms in Coxhead’s Each Sublist.......70
Figure 4.3 Percentage of Top 100 AWL Word-forms that Occurred in the ALC in
Coxhead’s Each Sublist.............................................................................73
Figure 4.4 Number of Different V-N Collocations Across Four RA Sections.............80
Figure 4.5 Number of Different Four-word Lexical Bundles Across Four RA Sections.....................................................................................................................90
Figure 4.6 Proportion of “Introduction” Rhetorical Functions in
Three AWL Word-forms Lexical Bundles.................................................98
Figure 4.7 Proportion of “Result” Rhetorical Functions in Two AWL Word-forms Lexical Bundles.......................................................................................100
Figure 4.8 Percentage of High Frequency AWL and Non-AWL word-forms in the ALC..........................................................................................................101

                                

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