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論文中文名稱:中英語言學期刊之學術字彙語料庫研究 [以論文名稱查詢館藏系統]
論文英文名稱:A Corpus Study of Academic Vocabulary in Linguistics Journals

A Corpus Study of Academic Vocabulary in Linguistics Journals [以論文名稱查詢館藏系統]
院校名稱:臺北科技大學
學院名稱:人文與社會科學學院
系所名稱:應用英文系碩士班
畢業學年度:100
出版年度:101
中文姓名:黃玉鳳
英文姓名:Yu-Feng Huang
研究生學號:98548008
學位類別:碩士
語文別:英文
口試日期:2012-01-13
論文頁數:171
指導教授中文名:洪媽益
指導教授英文名:Michael Tanangkingsing
口試委員中文名:賀一平;陳聖傑
口試委員英文名:I-Ping Ho;Sheng-Jie Chen,
中文關鍵詞:語料庫學術字彙學術字彙表學術英文動詞
英文關鍵詞:corpusacademic vocabularyAWLEAPverb
論文中文摘要:語料庫已廣泛應用於研究不同語言特色,本研究以自編語料庫探討中英語言期刊學術字彙之真實應用。台灣期刊語料庫(TJC)來自不同所台灣大學英語系所出版之語言期刊,而國外期刊語料庫(APC)資料取自Applied Linguistics。以Coxhead (2000)所編的學術字彙表(AWL)字為標準,找出對應的學術字彙。研究主題共三項:1.中西語料庫之學術字彙為何?2.中西語料庫之學術字彙動詞為何?3.中西語料庫高頻率動詞用法之比較。
首先,研究結果顯示該學術字彙表在中西語料庫佔有極高比例,證明該學術字彙表之價值,亦彰顯台灣學術英文的程度。其次分析學術字彙中的動詞。依據資料分析,學術動詞可分成二大類:第一類為純粹動詞,第二類功能可為動詞或名詞。因此在TJC選出各前十大的二類動詞來和APC對應的動詞比較分析其數量,形態和功能。第一類的十大學術動詞為 indicate, involve, identify, require, occur, investigate, participate, reveal, demonstrate及select;第二類的十大動詞為research, process, focus, structure, comment, issue, function, design , feature及approach。經過分析,顯示不同動詞有其常用形式(form),第一類動詞以過去式最為常見, 但第二類動詞以原形最為常見。同時不同動詞具有其偏用功能以及固定句型。尤其第二類動詞在學術英文偏向以名詞形態表現用法。常見搭配詞以副詞為主,有些也和會介系詞搭配。根據本語料庫資料分析結果,台灣語言期刊學術英文用法大致和外國期刊相當。
最後本研究建議 (一) 學術字彙表有其參考價值,學術教學皆可採用,以增進學術英文能力。(二)相關研究單位或業者可合作建置大規模學術詞語搭配語料庫,提升台灣道地的學術英語能力。
論文英文摘要:Corpus-based studies have been widely applied to explore linguistic features in
different ways. This paper aims to investigate the authentic occurrences and patterns of academic vocabulary in Taiwan and English linguistics journals by a corpus-based analysis. Linguistics articles published by various English departments in Taiwan comprise the target corpus, Taiwan-based Journal Corpus (TJC) while foreign articles from Applied Linguistics comprise Applied Linguistics Corpus (APC) for contrastive analysis. The Academic Word List (AWL) created by Coxhead (2000) is used as the criteria for identification of the academic vocabulary in the corpus. This study addresses (1) What type of AWL vocabulary occurs in TJC and APC? (2) What are the academic verbs in TJC and APC? (3) What patterns and functions do high-frequency academic verbs display and are they used in the two corpora similar? Firstly, the data analysis shows high occurrences of academic vocabulary in both corpora. This not only asserts the value of the AWL but also reveals academic English proficiency in Taiwan. Two types of academic verbs then were examined after lemmatization. Type 1 verbs are verbs per se while Type 2 verbs have dual function as verbs or nouns. The top 10 Type 1 verbs cover indicate, involve, identify, require, occur, investigate, participate, reveal, demonstrate, and select whereas the top 10 Type 2 verbs are research, process, focus, structure, comment, issue, function, design, feature and approach. Such academic verbs with their counterparts in APC were investigated in detail in terms of congruity between the two corpora. The results report that each verb has a distinctive form that often is used. In general, for Type 1 verbs, the past form outnumbers other three forms which are base form, present form and progressive form, but for Type 2 verbs, the base form is the most salient. Moreover, separate past form functions vary from verbs. Some fixed patterns are also found related with various verbs. In particular, Type 2 verbs have a strong tendency to be nouns in academic writing. As a whole, the results reveal that there is no significant discrepancy between TJC and APC. Finally, it is suggested (1) The AWL is valuable for academic writing that can be employed more in EAP teaching/learning, (2) A large-scale academic vocabulary database including collocation can be established and promoted to lift academic English proficiency level in Taiwan.
論文目次:ABSTRACT (English) i
ABSTRACT (Chinese) ii
ACKNOWLEDGEMENTS iv
Table of Contents v
List of Tables ix
List of Figures xi
Chapter 1 INTRODUCTION 1
1.1 Background and Motivations 1
1.2 Purpose of the Study 3
1.3 Research Questions..…………………………………………….. 4
1.4 Significance of the Study 4
1.5 Definition of Terms 4
1.6 Organization of the Thesis 5
Chapter 2 LITERATURE REVIEW 7
2.1 Overview 7
2.2 Corpus-based Approach..……………………………………….....7
2.2.1 The Corpora 8
2.2.2 The Corpora and Language Teaching/Learning 9
2.3 Vocabulary and Phraseology in EFL Context 12
2.3.1 The Issue of Vocabulary 12
2.3.2 The Issue of Phraseology 16
2.4 EAP and AWL 19
2.4.1 English for Academic Purposes (EAP) 19
2.4.2 Classification and Size of Vocabulary 21
2.4.3 Various Word Lists 22
2.4.4 The Academic Word List(AWL) 25
2.5 Chapter Summary 32
Chapter 3 METHODOLOGY 33
3.1 Overview 33
3.2 Compilation of the Target Corpus 33
3.3 Compilation of Foreign Journal Corpus 37
3.4 Data Analysis Procedure 37
3.4.1 Analysis Software 38
3.4.2 Identifying Academic Vocabulary 39
3.4.3 Identifying Academic Verbs 40
3.4.4 Examining the Congruity between TJC and APC 42
3.5 Chapter Summary 43
Chapter 4 RESULTS & DISCUSSIONS 44
4.1 Overview 44
4.2 The Identification of Academic Vocabulary 44
4.3 The Identification of Academic Verbs 46
4.4 The Congruity between TJC and APC 48
4.4.1 The First Three Measures 48
4.4.2 Lists of Academic Verb Form ...50
4.4.3 The Functions and Patterns of Individual Academic Verb
Candidates (Type 1) …...51
4.4.3.1 Lemma INDICATE……………………………………..…51
4.4.3.1.1 INDICATE………………………………….…...51
4.4.3.1.2 INDICATED………………………………….....52
4.4.3.1.3 INDICATES……………………………………..53
4.4.3.1.4 INDICATING……………………………………54
4.4.3.2 Lemma INVOLVE………………………………………....57
4.4.3.2.1 INVOLVE………………………………………..57
4.4.3.2.2 INVOLVED………………………………….......57
4.4.3.2.3 INVOLVES……………………………………....58
4.4.3.2.4 INVOLVING………………………………….....59
4.4.3.3 Lemma IDENTIFY………………………………………...62
4.4.3.3.1 IDENTIFY.........................................................62
4.4.3.3.2 IDENTIFIED....................................................62
4.4.3.3.3 IDENTIFIES…………………………………….......63
4.4.3.3.4 IDENTIFYING…………………………………..63
4.4.3.4 Lemma REQUIRE…………………………………………65
4.4.3.4.1 REQUIRE………………………………………........65
4.4.3.4.2 REQUIRED…………………………………………..65
4.4.3.4.3 REQUIRES…………………………………………...66
4.4.3.4.4 REQUIRING………………………………….....66
4.4.3.5 Lemma OCCUR……………………………………….......68
4.4.3.5.1 OCCUR…………………………………….....……...68
4.4.3.5.2 OCCURRED……………………………………….. 69
4.4.3.5.3 OCCURS………………………………………...…...69
4.4.3.5.4 OCCURRING……………………………….…...69
4.4.3.6 Lemma INVESTIGATE……….………..............................72
4.4.3.6.1 INVESTIGATE…….............…………….….…..72
4.4.3.6.2 INVESTIGATED………………….......…………72
4.4.3.6.3 INVESTIGATES…….....…………...…………....73
4.4.3.6.4 INVESTIGATING ……………………………... 73 4.4.3.7 Lemma PARTICIPATE…………………………............... 77
4.4.3.7.1 PARTICIPATE…………………………..............77
4.4.3.7.2 PARTICIPATED……………………...................77
4.4.3.7.3 PARTICIPATES………………….......................78
4.4.3.7.4 PARTICIPATING……………….........................78
4.4.3.8 Lemma REVEAL………………………............................ 81
4.4.3.8.1 REVEAL………………......................................81
4.4.3.8.2 REVEALED…………........................................ 81
4.4.3.8.3 REVEALS ……………...................................... 82
4.4.3.8.4 REVEALING……….......................................... 82
4.4.3.9 Lemma DEMONSTRATE……….......................................85
4.4.3.9.1 DEMONSTRATE…….........................................85
4.4.3.9.2 DEMONSTRATED…..........................................85
4.4.3.9.3 DEMONSTRATES …..........................................86
4.4.3.9.4 DEMONSTRATING………………......................86
4.4.3.10 Lemma SELECT………..................................................89
4.4.3.10.1 SELECT............................................................89
4.4.3.10.2 SELECTED........................................................90
4.4.3.10.3 SELECTS...........................................................91
4.4.3.10.4 SELECTING.......................................................91
4.4.3.11 Summary of Type 1 Verbs...............................................93
4.4.4 The Functions and Patterns of Individual Academic Verb Candidates (Type 2)……………………………………...….. 94
4.4.4.1 Lemma RESEARCH………………………………......…..95
4.4.4.1.1 RESEARCH…………..……………………..........95
4.4.4.1.2 RESEARCHED…...............................................95
4.4.4.1.3 RESEARCHES…................................................96
4.4.4.1.4 RESEARCHING..................................................96
4.4.4.2 Lemma PROCESS………………………………...….........97
4.4.4.2.1 PROCESS………………………………...…..... 97
4.4.4.2.2 PROCESSED…………………………...….........98
4.4.4.2.3 PROCESSES…………………………...…..........98
4.4.4.2.4PROCESSING………………………...…........... 99 4.4.4.3 Lemma FOCUS………………………………......…........101
4.4.4.3.1 FOCUS……………………………......…..........101
4.4.4.3.2 FOCUSED………………………......…............101
4.4.4.3.3 FOCUSES………………………......….............102
4.4.4.3.4 FOCUSING…………………......…..................103
4.4.4.4 Lemma STRUCTURE…………………......…..................106
4.4.4.4.1 STRUCTURE…………......….................... ......106
4.4.4.4.2 STRUCTURED………......…..................... ......106
4.4.4.4.3 STRUCTURES………......…..................... ...... 106
4.4.4.4.4 STRUCTURING…......…..................... ........... 107
4.4.4.5 Lemma COMMENT………………………......…..............108
4.4.4.5.1 COMMENT…………………......…..................108
4.4.4.5.2 COMMENTED.................................................109
4.4.4.5.3 COMMENTS....................................................109
4.4.4.5.4 COMMENTING................................................109
4.4.4.6 Lemma ISSUE.................................................................111
4.4.4.6.1 ISSUE...............................................................111
4.4.4.6.2 ISSUED............................................................112
4.4.4.6.3 ISSUES.............................................................112
4.4.4.6.4 ISSUING...........................................................113
4.4.4.7 Lemma FUNCTION........................................................113
4.4.4.7.1 FUNCTION......................................................114
4.4.4.7.2 FUNCTIONED.................................................114
4.4.4.7.3 FUNCTIONS....................................................115
4.4.4.7.4 FUNCTIONING................................................115
4.4.4.8 Lemma DESIGN.............................................................117
4.4.4.8.1 DESIGN............................................................117
4.4.4.8.2 DESIGNED......................................................118
4.4.4.8.3 DESIGNS..........................................................118
4.4.4.8.4 DESIGNING......................................................119
4.4.4.9 Lemma FEATURE.........................................................121
4.4.4.9.1 FEATURE.........................................................121
4.4.4.9.2 FEATURED......................................................121
4.4.4.9.3 FEATURES.......................................................122
4.4.4.9.4 FEATURING....................................................122
4.4.4.10 Lemma APPROACH.......................................................124
4.4.4.10.1 APPROACH………………….…….................124
4.4.4.10.2 APPROACHED…………...………......... .......124
4.4.4.10.3 APPROACHES…………...……….............. ...125
4.4.4.10.4 APPROACHING………...…….…...................125
4.4.4.11 Summary of Type 2 Verbs………............................... ......126
4.5 Summary……………………….......................................................127
4.5.1 Type 1 vs Type 2………………………...................................127
4.5.2 Noun Sense vs Verb Sense………….......................................133
4.5.3 TJC vs APC………….............................................................134
Chapter 5 CONCLUSION ………………………........................................136
5.1 Overview ...136
5.2 Implications ...137
5.3 Limitations and Suggestions for Future Research ...138
5.4 Conclusion ...139
REFERENCES ...141
APPENDIX
A. TJC ...157
B. APC ...162
C. The Potential Academic Lemma in TJC ...166
D. The Potential Academic Lemma in APC ...169
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