Corpus Linguistics & Language Pedagogy

Côte d'Ivoire is a West African country with around sixty languages. Furthermore, none of its local languages have been used as a medium of instruction. French enjoys all the statuses. This situation does not seem to contribute to the efficient schooling of Ivorian learners. Indeed, many learners do not have sustained proficiency in the French language, which is not the case for their native language. Following a methodological approach of fieldwork and collection of qualitative data, this reflection aims to work towards adapting speech therapy to the Ivorian linguistic context, with a view to better prognosis and objective management of language pathologies, particularly in reading. Our research is based on a functionalist theoretical approach (Martine, 1980), with the aim of identifying the linguistic specificities of different languages. Furthermore, studies conducted in a public primary school in Bondoukou in the northeast of Côte d'Ivoire proved that many learners in primary school (CMI) experience significant reading difficulties. These learners are, in fact, considered dyslexic, without considering issues of obvious linguistic interference. This prognosis seems hasty and should be reconsidered by all actors (teachers and speech therapists). Thus, didactic manuals used to teach learners must consider the linguistic realities of learners in the evaluation of their academic performance.

V svojem devetem letu ostaja multikonferenca Informacijska družba 2006 () ena vodilnih srednjeevropskih konferenc, ki združuje znanstvenike z različnih raziskovalnih področij povezanih z informacijsko družbo. V letu 2006 smo v multikonferenco povezali osem neodvisnih konferenc. Informacijska družba postaja vedno bolj zapleten socialni, ekonomski in tehnološki sistem, ki je pritegnil pozornost vrste specializiranih konferenc v Sloveniji in Evropi. Naša multikonferenca izstopa po širini in obsegu tem, ki jih obravnava. Rdeča nit multikonference ostaja sinergija interdisciplinarnih pristopov, ki obravnavajo različne vidike informacijske družbe ter poglabljajo razumevanje informacijskih in komunikacijskih storitev v najširšem pomenu besede. Na multikonferenci predstavljamo, analiziramo in preverjamo nova odkritja in pripravljamo teren za njihovo praktično uporabo, saj je njen osnovni namen promocija raziskovalnih dosežkov in spodbujanje njihovega prenosa v prakso na različnih področjih informacijske družbe tako v Sloveniji kot tujini. Na multikonferenci, ki bo trajala šest dni, bo na vzporednih konferencah predstavljenih preko 200 referatov, vključevala pa bo tudi okrogle mize in razprave. Referati so objavljeni v zbornikih multikonference, izbrani prispevki pa bodo izšli tudi v dveh posebnih številkah znanstvenih revij, od katerih je ena Informatica, ki se ponaša s 30-letno tradicijo odlične znanstvene revijei. Multikonferenco Informacijska družba 2006 sestavljajo naslednje samostojne konference: • BIOMA 2006 -Bioinspired Optimization Methods and their Applications • Mejne kognitivne znanosti Soorganizatorji in podporniki konference so različne raziskovalne institucije in združenja, med njimi tudi ACM Slovenija. Zahvaljujemo se tudi Ministrstvu za visoko šolstvo, znanost in tehnologijo za njihovo sodelovanje in podporo. V imenu organizatorjev konference pa se želimo posebej zahvaliti udeležencem za njihove dragocene prispevke in priložnost, da z nami delijo svoje izkušnje o informacijski družbi. Zahvaljujemo se tudi recenzentom za njihovo pomoč pri recenziranju. V letu 2006 sta se programski in organizacijski odbor odločila, da bosta podelila posebno priznanje Slovencu ali Slovenki za izjemen prispevek k razvoju in promociji informacijske družbe v našem okolju. Z večino glasov je letošnje priznanje pripadlo prof. dr. Cenetu Bavcu. Čestitamo! Viljan Mahnič, predsednik programskega odbora Matjaž Gams, predsednik organizacijskega odbora i Programme Committee

One of the main tasks of the Natural Language Processing Group at the Faculty of Mathematics, University of Belgrade is the development of various lexical resources. Among them the two most important ones are: the system of morphological dictionaries of Serbian (SMD) in Intex format and the Serbian wordnet (SWN) developed in the scope of the Balkanet project. Although these two resources represent dictionaries of a different type, developed using different models, each of them contains information that can either be incorporated in to the other dictionary or that can be used in its development. In this paper we will outline some of the most interesting examples. W e also present an integrated programming tool that enables the integration of these diverse lexical resources, as well as possible applications. We envisage the use of these resources in defining and linking lexical data in a way that will enable their more effective retrieval, integration, and reuse across various Web applications.

In this paper we present two techniques for using textual and lexical resources, such as corpora and dictionaries, in validation and refinement of Serbian wordnet. We first describe how the existing monolingual Serbian corpus, the bilingual Serbian/English (S/E) and Serbian/French (S/F) aligned corpora, and the appropriate morphological e-dictionaries can be used in validation and enhancement of Serbian wordnet synsets. Then we present a quantitative technique based on a set of frequency parameters which indicate the coverage of a corpus by wordnet literals, the significance of one sense of a literal relative to the others, as well as the significance of one literal in a synset compared to other literals in the same synset. Experimental results justifying the applied techniques are given.

The study presents the creation of the Qatari Corpus of Argumentative Writing (QCAW) as an annotated L1 Arabic and L2 English bilingual writer corpus. It comprises 200,000 tokens of argumentative writing by Qatari university students in L1 Arabic and L2 English. The corpus includes 195 essays written by 195 students, 159 females and 36 males. The students were native Arabic speakers proficient in English as a second language. The corpus is divided into Arabic and English sections, accompanied by part-of-speech annotated files in UTF-8 encoded text format. Metadata in CSV format contains information about the students (gender, major, first and second languages) and the essays (text serial numbers, word limits, genre, writing date, time spent, and location). The current study outlines the steps for collecting and analysing the corpus, including details on essay writers, topic selection, preanalysis text modifications, proficiency level, gender, and major ratings. Statistical analyses were applied to examine the corpus. The QCAW offers a valuable bilingual data source authored by the same students in Arabic and English, with implications for further research.

This research investigates the effectiveness of AI-based writing tools for grammar self-correction in Arabic as a second language (L2) writing. It compares AI-assisted self-correction with traditional instructor-led correction in improving grammatical accuracy among intermediate Arabic L2 learners. Using a controlled study with 12 participants divided into an AI group and a teacher group, the study measured success rates of error correction, analyzed types of errors, correction strategies, and collected learner perceptions through surveys. Results showed that the teacher group had a slightly higher error correction success rate (66.67%) compared to the AI group (50%), but the difference was not statistically significant, indicating AI tools have potential as complementary resources. Both groups used similar error correction strategies supporting SLA theories like the Output Hypothesis. Challenges with AI feedback included misleading error identification and missed complex grammatical features unique to Arabic. The study concludes that a blended approach integrating AI tools with human teacher feedback offers the most comprehensive support for Arabic L2 writing development, emphasizing the potential benefits and limitations of AI in language learning contexts. Implications include the need for specialized AI tools for Arabic and guidance on critical engagement with AI feedback. Limitations include a small sample size and short-term focus, calling for further research on AI's role in Arabic L2 instruction

Since literary texts are viewed as affluent linguistic input in second language teaching, integration of literature in language classes has been discussed in ELT/EFL classes for years. There has been an undeniable revival of interest in literary texts in language learning because educators believe in the contribution of literary studies in language classes. Although there are accepted drawbacks of using literary texts in language teaching due to time constraints, difficulty of comprehension, cultural gaps, and linguistic difficulties, using literature in ELT classes provides learners and teachers with many opportunities. The main aim of this study is to investigate the perceptions of undergraduate university students in ELT classes towards the study of literature in courses.

Immigrants and the children of immigrants who have completed their schooling in Canadian school settings, commonly referred to as Generation 1.5, are increasingly identified in the research literature as academically at risk due to inadequately developed academic language proficiency and learning strategies. This article describes the design, development, and implementation of a curriculum that targets the academic needs of these students as they transition from high school to university. A thematically integrated design is adopted for the purposes of contextualizing the academic demands of science and engineering, business, and social sciences and humanities. Preliminary insights from a prototype iteration of the curriculum are presented.

Corpus analysis offers a more accurate understanding of a language than intuition but is not widely used in foreign language instruction. This study uses a hermeneutic-phenomenology approach and content analysis to examine the impact of a corpus literacy course on the perceptions and performance indicators of 29 English language teachers. The results suggest that corpus literacy instruction is crucial for language teachers to incorporate corpus into their classroom practices effectively. Even a brief, intensive corpus literacy course can positively alter teachers' perceptions and abilities, increase their awareness of corpus usage in language teaching, and equip them with the skills needed, highlighting the importance of incorporating corpus literacy into the design of English language teacher education programs.

The purpose of this paper was toe stablish a list of the most frequent semantically noncompositional prepositional expressions for EFL undergraduates, who need to read English academic texts in their fields of study. Made up of a preposition and a noun phrase, prepositional expressions usually function as an adjective or adverb. In this research, high-frequency prepositional expressions were retrieved from the 112 million-word academic section of the 560million-token Corpus of Contemporary American English (COCA), which contains approximately 100 academic magazines and journals. In consideration of widespread use, the researcher applied a series of selection criteria (viz. frequency, meaningfulness, well-formedness and noncompositionality), while compiling the list. A total of 220 semantically non-compositional prepositional phrases of 2 to 5 words were chosen and they accounted for 1.02% of the total words in the COCA-academic. As with other individual wordlists, this prepositional...

Smith ’ in “ iki bile s enli g o r u n us kuram i” na g o re, g o r u n us bir eylem, olay ya da durumun i c kin zamansal yap i s i ve konu s ucu taraf i ndan nas i l sunuldu g u hakk i nda bilgi aktar i r. H â l t u r u g o r u n usu ve bak is a ci s i g o r u n usu olmak u zere iki tipi vard i r. H â l t u r u g o r u n usu eylemin zamansal i c yap i s i , ba s lama ve biti s noktalar i , s u resi, anl i k olarak ger c ekle s ip ger c ekle s memesi, varsa ger c ekle s me evreleri gibi bilgiler i c erir. Bak is a ci s i g o r u n usu ise eylemin “ bitmi s” veya “ s u r u yor olma ” ekseninde konu s ucunun tan i k oldu g u k i sm i n i n aktar i lmas i n i sa g lar. Eylemin h â l ve bak is a ci s i t u r u gerek birbirleri ile gerekse zaman belirte c leri ile etkile s imde bulunurlar. Smith ’ in “ iki bile s enli g o r u n us kuram i” temel al i narak yap i lan bu deneysel c al is mada, ilkokul c a gi c ocuklar i nda g o r u n us sel edim geli s iminin ne t u r g o r u n u mler serg...

Cognitive linguistics is an interdisciplinary branch of linguistics, combining knowledge and research from cognitive science, cognitive psychology, neuropsychology, and linguistics. One of the subjects often being studied under this discipline includes a phenomenon in which a lexical tends to be followed by other lexical contiguously with the word. Hence, to analyze this phenomenon, Sinclair (1991) and Louw (1993) introduced a linguistics approach known as semantic prosody. The usage of semantic preference will form clusters of meanings that will describe the common meanings in certain lexical or phrases. Meanings that were inherited from these semantic preferences will evoke cultural connotations that can reflect the social reality of the speaker. This article will discuss the collocation importance of 'perempuan' and 'wanita', two lexical that can be translated into the exact word in English: female. A collocation analysis was conducted on a text corpus in order to see which lexical often collocates with these two lexical. The collocation meaning of 'perempuan' and 'wanita' was evaluated based on the lexical list collocated with these two lexical. The result shows that 'perempuan' is often used to describe the gender or sexuality of a person, while 'wanita' is mainly used to describe something religious. 'Perempuan' also has a negative value but only when collocated with negative value pronouns. This research is hoped to add some value to the previous studies of collocation meaning as well as become a pioneer for upcoming studies.

Irish Sign Language uses a one-handed alphabet in which each fingerspelled letter has a unique combination of handshape, orientation, and, in a few cases, path movement. Each letter is used to represent a letter from the Latin alphabet (Battison, 1978; Wilcox, 1992). For ISL learners, fingerspelling is a strategy that is used to bridge lexical gaps, and so functions as an interlanguage mechanism, which we hypothesise is more prevalent for new learners (A-level learners in the Common European Framework of Reference for Languages (CEFR) (Council of Europe, 2001). Across 2018–19 we marked up a subset of data from the Second Language Acquisition Corpus (ISL-SLAC) for use of fingerspelling. Here, we document how these learners use fingerspelling, and explore the phonology of the fingerspelled items presented by M2L2 learners (handshape, location, movement and orientation), comparing to the production ofnative signers’, drawn from the Signs of Ireland corpus. Results indicate that ISL lea...

With the goal of expanding research on SLs as L2s, we began a collaboration in 2013 with the aim of developing three parallel learner corpora based on three different sign languages: Swedish Sign Language (SSL), Irish Sign Language (ISL) and American Sign Language (ASL). The primary aim of the project was to develop learner corpora by collecting data from adult hearing L2 signers at different stages of their learning.

Thesis writing (used here as an umbrella term to cover both master's and doctoral postgraduate-level writing) is a high-stakes genre for postgraduate students. This important student genre has been well-researched from a corpus-based perspective. Corpora of theses and also research articles have been used for data-driven learning (DDL) of this key genre. The purpose of this article is to critically examine key DDL initiatives, some of which take a 'research into practice' orientation. Importantly, the discussion is framed around the notion of 'specificity' in the context of needs analysis, and whether the initiatives take a wide-angle, narrow-angle or move from a wide-angle to a narrow angle approach. Accounts which focus on DIY (do-it-yourself) mini-corpus compilation and use by students are also reviewed. The final section of the article presents a critique of current pedagogic applications, taking a closer look at the issue of 'specificity' within the wider context of needs analysis and mapping out areas for future consideration. It is suggested that an ethnographic perspective may be particularly useful for conceptualising specificity relating to students' present situation needs. The article also considers the impact of AI/ChatGPT on future corpus-based pedagogy of thesis writing.

У статті подано порівняльний аналіз ролі та значення курсів «Introduction to Linguistics» («Вступ до мовознавства») і «General Linguistics» («Загальне мовознавство») у підготовці майбутніх філологів у дванадцяти провідних університетах світу, визначених за рейтингом Academic Ranking of World Universities 2024. Дослідження охоплює інформацію про доступність цих курсів, їхні основні тематичні модулі, рекомендовані підручники й навчальні матеріали, а також ідентифікацію як спільних рис, так і ключових відмінностей між обраними програмами. Встановлено, що курси «Introduction to Linguistics» і «General Linguistics» становлять фундаментальні освітні компоненти філологічної підготовки, охоплюючи базові лінгвістичні розділи: фонетика, фонологія, морфологія, синтаксис, семантика, прагматика, історична лінгвістика та соціолінгвістика. Відбірні університети демонструють різноманітні педагогічні підходи — від теоретично орієнтованих концепцій, які базуються на абстрактних моделях, до практично спрямованих модулів, що часто інтегрують емпіричні дані, корпусно орієнтований аналіз та мультилінгвістичні перспективи, включаючи когнітивний і соціальний аспекти мовознавства. Результати дослідження створюють надійну основу для розробки рекомендацій щодо удосконалення підготовки філологів — зокрема в Україні — з метою відповідності сучасним світовим стандартам і викликам. Порівняльна форма подачі матеріалу висвітлює, як відрізняються структура курсів, послідовність навчальних тем та обрання навчальних ресурсів між установами, підкреслюючи як передові практики, так і напрями для покращення. Зокрема, інтеграція інтерактивних навчальних модулів, цифрових платформ та спрямованих на студента методик стала інноваційною тенденцією серед кількох програм із високим рейтингом. Результати аналізу дають змогу дійти висновку, що підтримання балансу між ґрунтовною теоретичною освітою та дослідницькими (експериментальними) елементами навчання є вирішальним для формування всебічно підготовлених філологів, здатних адаптуватися до мінливих академічних вимог і сприяти міжнародній науковій співпраці.

There is a perspective that categorizes the use of fillers by language learners as either an indicator of fluency or disfluency. The researchers explored how learners’ filler usage affects assessments of Task Delivery (fluency evaluation) and Task Achievement using the KIT Speaking Test Corpus. The findings showed that task achievement evaluations consistently declined as filler usage increased. However, the effect on task delivery was more nuanced. Specifically, when the frequency of filler use was up to 4.1 per 100 words, an increase in usage correspondingly enhanced task delivery evaluations. Beyond this threshold, however, evaluations started to decline, and when exceeding approximately 12 fillers per 100 words, the impact on fluency There is a perspective that categorizes the use of fillers by language learners as either an indicator of fluency or disfluency. The researchers explored how learners’ filler usage affects assessments of Task Delivery (fluency evaluation) and Task Achievement using the KIT Speaking Test Corpus. The findings showed that task achievement evaluations consistently declined as filler usage increased. However, the effect on task delivery was more nuanced. Specifically, when the frequency of filler use was up to 4.1 per 100 words, an increase in usage correspondingly enhanced task delivery evaluations. Beyond this threshold, however, evaluations started to decline, and when exceeding approximately 12 fillers per 100 words, the impact on fluency

We aim to present a project called DICTIONE, the digitalization of the first Academic Dictionary written in the Romanian language, the Dicționariul limbei române (LM) by A. T. Laurian and I. C. Massim. LM was published in three volumes between 1873-1877, has 3600 pages and includes 70,000 headwords out of which over 20,000 words are the personal creation of the authors. This dictionary is unique in Romanian cultural history, due to the fact that the two lexicographers did not aim to illustrate the language vocabulary in a particular moment of its history, but instead intended to impose a certain direction to the language, beyond its use at that time. A novelty is the fact that the authors proposed new words which they attempted to popularize through this dictionary. The impact of this work on Romanian culture is a significant one: from more than 20,000 newly-created words, based on terms taken from Latin, most stayed in use and became neologisms. This fact led to the enrichment of Romanian terminology in many domains and to the modernization of the Romanian language at the same time as that of other European cultures.

English articles represent one of the most challenging areas of second language acquisition for learners whose L1 lacks articles. The two studies presented here examine the developmental sequence of acquisition, the first through a cross-sectional analysis of Thai learners at different levels of overall English proficiency, the second through a longitudinal experiment in which learners were exposed to semantically-tailored tokens of article use, but without any explicit or meta-linguistic instruction. It is argued that the data do not show evidence of abrupt parameter resetting. Instead, the developmental patterns fit well with Yang's variational model of acquisition.

The focus of LxGr is the interaction of lexis and grammar. It is influenced by Halliday’s view of lexis and grammar as “complementary perspectives” (1991: 32), and his conception of the two as notional ends of a continuum (lexicogrammar), in that “if you interrogate the system grammatically you will get grammar-like answers and if you interrogate it lexically you get lexis-like answers” (1992: 64).

LxGr primarily welcomes papers reporting on corpus-based research on any aspect of the interaction of lexis and grammar — particularly studies that interrogate the system lexicogrammatically to get lexicogrammatical answers. However, position papers discussing theoretical or methodological issues, and descriptions/demonstrations of tools or resources  are also welcome, as long as they are relevant to both lexicogrammar and corpus linguistics.

This study explores how Indian-origin lexical items-such as karma, chai, Bollywood, and yoga-are framed evaluatively within Western English-language media. Drawing on the News on the Web (NOW) corpus (2015-2023) and guided by the principles of Corpus-Assisted Discourse Studies (CADS), the research investigates whether these borrowed cultural terms are systematically associated with positive, negative, or neutral sentiments in journalistic discourse. Fifteen Indian-origin words were selected based on frequency, cultural relevance, and dictionary inclusion. Using ±5 word collocation windows, the most frequent co-occurring words were extracted via AntConc and Sketch Engine. Collocates were manually annotated for sentiment polarity-positive, neutral, or negativesupported by using lexicons (SentiWordNet, NRC), and their accuracy was verified through inter-coder reliability. Sentiment scores were statistically analysed using Chi-square, ANOVA, and Kruskal-Wallis tests. Results revealed that terms like yoga and ayurveda were predominantly associated with positive collocates, whereas curry and Bollywood attracted significantly more negative sentiment. The Chi-square test confirmed significant variation in sentiment across keywords (p = .035), although ANOVA and Kruskal-Wallis tests were not statistically significant. Visualizations such as heatmaps and stacked bar charts highlighted distinct sentiment patterns, reflecting broader ideological framing. The study concludes that Indian-origin words are not just linguistically assimilated but ideologically recontextualised in Western discourse, often affirming wellness culture while trivialising or exoticising ethnic identities. These findings offer critical insights into semantic prosody, media representation, and postcolonial power dynamics in global Englishes.

With the increasing availability of technology, one issue that has arisen in foreign language education is the use of online translation (OT) sites that claim to convert text from one language to another but are generally prohibited for classwork due to ethical and pedagogical concerns. In a study to explore the effects of OT usage, teacher raters were able to determine, to a statistically significant level, on which compositions OT was used; there were, however, a number of cases for which OT use went undetected and some instances it was incorrectly suspected. This article discusses the results of the study and implications for language instruction. Since compositions written with the help of OT cannot always be distinguished from those written with such aid, instructors and institutions may wish to review their approach to dealing with the issue of online translators in the classroom as well as policies concerning academic sanctions.

Vygotsky's Sociocultural Theory (SCT) emphasizes the crucial role of social interaction in cognitive development, including second language acquisition (Vygotsky & Cole, 1978). Grounded in this theory, the present quasi-experimental study investigates the effectiveness of the Blended Feedback Approach in enhancing English as a Foreign Language (EFL) learners' essay-writing skills. Sixty university students were divided into two groups: an experimental group receiving BFA, which integrated online peer reviews, teacher feedback, and iterative revisions, and a control group receiving traditional teacher feedback. Pre-test and post-test assessments were conducted to evaluate improvements in coherence, grammatical accuracy, vocabulary, and overall structure. Additionally, end-of-semester interviews captured learners' perceptions of the feedback approach. Results indicated that the experimental group showed significantly greater improvements in writing proficiency, critical thinking, and collaboration skills than the control group. Moreover, BFA was found to reduce writing anxiety and foster student engagement. These findings suggest that BFA offers valuable enhancements to feedback methods, reinforcing the role of integrated feedback in language education and providing insights for future pedagogical practices.

The present work is a contribution to the debate around attitude towards English as a foreign language in Cameroon. By case-studying an under-searched area through a multi-component tool: the Attitude and Motivation Test Battery, it proposes a different reflection to the question. The test was administered to 211 Grade 11, 12, and 13 Francophone students from various urban and semi-urban schools in the city and its suburbs. It was based on the postulates that attitude is a dynamic characteristic that varies according to place and time on the one hand, and that it is far too complex to be examined from the prism of a single variable. The results revealed that of the six parameters that made up the three components of the tool, three were negative and three were positive, with the integrative orientation slightly outpacing the instrumental one. This underscores the need to envisage attitude as a multi-component variable, as well as the need to reckon with evolving social variables. In general, the results reveal that attitude towards EFL is not as desperate as usually thought. It can be intimated that recent socio-political initiatives aiming at reinforcing French-English bilingualism are gradually bearing fruits. Thus, socio-political ideologies appear to have significant effects on overall attitude towards EFL.

We discuss user needs with respect to collocations, and we make proposals for the treatment of collocations in a multifunctional electronic dictionary. Most importantly, we suggest that collocations should be promoted to the status of secondary treatment units, which would allow the user to access collocational information and information about collocations depending on the actual needs. We furthermore list linguistic properties and relations of collocations which should be described in an electronic dictionary. Our model has been inplemented by in the framework of Description Logic.

Literature learning is associated with language and linguistics. It serves as a means to develop language proficiency and becomes the avenue to express appreciation for cultural knowledge. However, the teaching of literature may not succeed if unsuitable approaches are employed. Therefore, it requires suitable activities to be conducted in a lesson which this study aims to examine. By employing questionnaire and interviews as the research instruments, 271 English as Second Language (ESL) teachers were involved in this study. This study discovered that using simple terms in giving explanation approach was highly preferred by the respondents besides conducting a comprehension questions activity. Further results were discussed in the paper. The interview responses consolidated the findings. To summarise, teachers should design more creative and appealing activities that suit the approaches employed as a platform to inculcate students’ interest in literature lessons.

Literature learning is associated with language and linguistics. It serves as a means to develop language proficiency and becomes the avenue to express appreciation for cultural knowledge. However, the teaching of literature may not succeed if unsuitable approaches are employed. Therefore, it requires suitable activities to be conducted in a lesson which this study aims to examine. By employing questionnaire and interviews as the research instruments, 271 English as Second Language (ESL) teachers were involved in this study. This study discovered that using simple terms in giving explanation approach was highly preferred by the respondents besides conducting a comprehension questions activity. Further results were discussed in the paper. The interview responses consolidated the findings. To summarise, teachers should design more creative and appealing activities that suit the approaches employed as a platform to inculcate students' interest in literature lessons.

The renewed interest in vocabulary research, especially due to its meaning-carrying significance in technical Englishes, has cleared the way to the development of corpus linguistics methods based on real-life texts. As the learning/teaching of general English leads towards the learning/teaching of English for a Specific Purpose (in line with the learner’s needs), so the creation of general English word lists imposes the creation of technical word lists, aiming to achieve a desired level of the target corpus comprehension. In this paper, we discuss the common grounds and specifics of various levels of general and technical English in terms of their lexical coverage of texts, specifically addressing the example of marine engineering technical manuals.

Addressing the limited exploration of Data-Driven Learning (DDL) with mixed linguistic proficiencies in English for Specific Purposes (ESP), the purpose of this study is to experiment with a broad DDL (BDDL) approach in two English for business and tourism courses. The information collected through classroom activities, pre-, mid-, and post-tests, alongside polls and interviews, largely points to positive outcomes with BDDL at all linguistic levels. Lower-linguistic proficiency participants showed a greater challenge with linguistic analysis, but, in contrast with other corpus linguistics-based approaches in these ESP settings, BDDL worked more effectively to accommodate task procedures for these learners.

2020 yılında dünya ve eğitim anlayışımız çok hızlı ve köklü bir biçimde değişiyor. Kütüphaneler, okullar ve kültürel kurumlar kapalı kalmaya devam ederken, çevrim içi ve açık erişimli kaynaklar öğrenciler ve eğitimciler için bilgiye ulaşmanın ve onu paylaşmanın neredeyse tek yolu haline gelmiş durumda. Kampüsler, okullar, müzeler ve kütüphaneler yeniden açıldığında, eğitimciler tamamen yeni veya melez (hibrit) yöntemlerle ders vermek zorunda kalacaklar. Aynı zamanda, toplum olarak geçmişi görme ve anlama biçimimiz de değişiyor: Tarihçiler, "Kara Veba" gibi tarihsel pandemileri koronavirüsle karşılaştırıyorlar. Arkeologlar, ırkçı anıtların neden ve nasıl kaldırılması gerektiğine dair tartışmalara katılıyorlar. Bir kez daha fark ediyoruz ki geçmiş her zaman bugündedir ve her zaman anlamlıdır. Antik dünyayı çalışan ve bu konuda eğitim veren bizler çok iyi biliyoruz ki, antik yazarlar Shakespeare ve Dante'den çok daha önce salgınlardan ve kitlesel ölümlerden söz etmişlerdir (örneğin Atina ve Antoninus vebaları). Biyo-arkeologlar ve paleo-patologlar, salgınların ve hastalıkların Maya 1 ve İndus Vadisi 2 uygarlıklarının çöküşünde etkili faktörlerden biri olduğunu bizlere anlatabilirler. Klasik filologlar, Asurologlar ve Mısırbilimciler (Ejiptologlar) çok iyi bilirler ki, damnatio memoriae (hatıranın lanetlenmesi) baskı, çatışma ve değişim üzerine bize bilgi verebilecek gerekli ve geçerli bir stratejidir. Arkeologlar bize, ırkçı anıtların artık bugünün ve geleceğin bir parçası olmayan, utanç verici geçmiş kalıntıları olarak incelenebileceğini söylerler. Antik dünyayı incelemek, yalnızca bu gezegende bizden önce yaşamış ve ölmüş insanlarla paylaştığımız insanî mücadeleleri bize hatırlatmakla kalmaz, aynı zamanda bize dayanıklılık hakkında da bilgi verir. Çöküşe ve baskıya rağmen insanlar hayatta kalmıştır. Çözümler bulmuştur ve uygarlıkları yeniden inşa etmişlerdir. Harabelerden, kırık seramik parçalarından ve metin fragmanlarından çıkarılacak dersler vardır. Arkeolojik kazı yaptığımız tahrip olmuş katmanlarının üzerine inşa edilmiş binalar, üzerlerinde çalıştığımız devşirme malzemelerden (spolia) yapılan yapılar, tercümelerini yaptığımız hayatta kalma hikâyeleri üzerine kurulu olan köken mitleri-tümü, antik dönem insanların ne kadar dirençli olduklarının ve baskıya, savaşa, şiddete ve felaketlere nasıl karşı koyduklarının birer kanıtıdır. Bunlar, bizim kendi direncimizin, yaratıcılığımızın ve potansiyelimizin de tanıklarıdır. Antik dünya hakkında bilgi sahibi olmak, bizi daha empatik insanlar haline getirir. Bunu özellikle uygulamalı derslerde, deneysel arkeoloji dersimde çok açık bir şekilde fark ediyorum. Bu derste öğrencilerime vermek istediğim temel derslerden biri, bir şeyin basit görünmesinin, onun kolay yapılabilir olduğu anlamına gelmediğidir. Özellikle çakmaktaşını yontma çalışması yaptığımız günlerde bunu çok daha iyi anlıyorlar. Ellerine bir çakmaktaşı ve bir geyik boynuzu parçası alıp kendi taş baltalarını yapmaya başladıklarında, artık onlara "ilkel teknoloji"nin aslında hiç de ilkel olmadığını açıklamama gerek kalmıyor. Saatlerce taşı yontmaktan yorulurlar ve kazara taşlarını ikiye böldüklerinde hayal kırıklığı yaşarlar (Bkz. Şekil 1). Üç saatlik bir sürenin sonunda taşları üçgen şekline yakın bir şekil almaya başladığında heyecanlanırlar. Ayrıca taş alet yapımında erkeklerin kadınlara herhangi bir üstünlüğü olmadığını da bizzat deneyimlerler. 3

October 1, 2023 marked the sixty second anniversary of the independence and reunification of British Southern Cameroons and the French La Republique du Cameroun, culminating in the creation of the new federated state of Cameroon, a bilingual nation with English and French equally recognized constitutionally as its official languages. While the Cameroon government has since reunification relentlessly promoted bilingualism as vital to the strengthening of national unity and socio-cultural integration, cultural and linguistic barriers still exist. There is clear disparity between the rhetoric and practice of bilingualism in Cameroon owing to the dominance of French. The willful use of the French language in the country's English-speaking regions by French-speaking administrators and civil servants militates against the effective implementation and practice of bilingualism in the country despite the diminishing influence of French and the hegemony of English around the globe. The continued dominance of French to the detriment of the English language presents a flawed image of Cameroon as a truly bilingual nation where the Constitution recognizes English and French as two official languages of equal value. The relegation of English to a subordinate position by the francophone-dominated regime is a strategic faux pas in an increasingly hyper-competitive global knowledge economy where it is the predominant lingua franca. Present-day Cameroon political leaders and policymakers should muster the political will to acknowledge the increasing reality of English as a global lingua franca and resist the urge to minimize it. Bilingualism and biculturalism can become a reality in Cameroon without annihilating either anglophone or francophone language and culture.

This study aimed to compare how native and non-native Turkish authors use four-word lexical bundles in research articles written in English in educational sciences. The two-million-word corpus included 165 research articles in L2 English and 206 in L1 English. Our corpus query resulted in 119 bundles in L2 English and 79 bundles in L1 English with a cutoff point of 20 times per million words and the occurrence in at least 10% of the articles in each corpus. The frequency results reveal that non-native authors dominantly use lexical bundles in their research articles. The classification of bundles revealed considerable structural and functional differences, and we analyzed these differences as convergent and divergent bundles. The Turkish authors used procedure (e.g., the study was conducted) and inferential bundles (e.g., it is seen that) significantly more than other functional categories. They also heavily used verb-based structures (e.g., it was found that), namely clausal structures rather than phrasal structures, in their research articles. These results are expected to remark on the significant role of phrase formation and modification in EAP modules' writing and grammar lectures.

A growing body of research has examined the integration of corpora into foreign language classrooms in the last few decades. A sub-line of research concerning the interaction between the two fields has been student perceptions. Additionally, the growing integration of online learning into curricula, triggered by the COVID-19 pandemic, has aroused a necessity to explore the application of data-driven learning in online learning environments. The current study, therefore, attempted to elicit learner perceptions on learning vocabulary targeted particularly for speaking skill through direct data-driven learning in an online learning context. The data gathered from the participants (N=28) through a questionnaire and a semistructured interview revealed that the participants found the use of data-driven learning activities in conjunction with the coursebook and oral production tasks helpful to boost their learning. They did not evaluate corpus consultation as a very challenging task to tackle in general. Overall, the study revealed two significant findings: First, it highlighted that collaborative learning might play a significant role in data-driven learning applications. Second, the findings emphasized the necessity for integration of the audio data to the large, publicly available corpora, such as COCA, which could contribute to future research on exploring the efficiency of data-driven learning for speaking skills. Veriye dayalı öğrenme, konuşma becerisi öğretimi, derlem temelli öğrenme ÖZ Son yıllarda, derlemin yabancı dil sınıflarında uygulanmasını inceleyen araştırmaların sayısı giderek artmaktadır. İki alan arasındaki etkileşime ilişkin araştırmanın bir alt alanı da öğrencilerin sınıfta derlem kullanımına yönelik algıları olmuştur. Ek olarak, COVID-19 salgınının tetiklediği çevrimiçi öğrenmenin müfredata entegre edilmesi, çevrimiçi öğrenme ortamlarında veriye dayalı öğrenmenin uygulanmasının etkililiğini araştırma ihtiyacını doğurdu. Bu nedenle mevcut çalışma, çevrimiçi öğrenme bağlamında doğrudan veriye dayalı öğrenme yoluyla özellikle İngilizce konuşma becerisini hedefleyen kelime öğrenimine ilişkin öğrenci algılarını ortaya çıkarmayı amaçlamıştır. Katılımcılardan (N=28) bir anket ve yarı yapılandırılmış görüşme yoluyla toplanan veriler, katılımcıların veriye dayalı öğrenme etkinliklerinin, ders kitabı ve üretime dayalı aktivitelerle birlikte kullanımının öğrenmelerini artırmaya yardımcı bulduklarını ortaya çıkardı. Katılımcılar, derlem kullanımı genel olarak üstesinden gelinmesi çok zor bir görev olarak değerlendirmediler. Genel olarak, çalışma iki önemli bulguyu ortaya çıkardı: Birincisi, çalışma, işbirlikçi öğrenmenin veriye dayalı öğrenme uygulamalarında önemli bir rol oynayabileceğini göstermiştir. İkinci olarak bulgular, COCA gibi halka açık geniş bir derlemde sesli verilerin sunulmasının gerekliliğini vurgulamıştır. Çalışmadan elde edilen veriler, konuşma becerileri için veriye dayalı öğrenmenin verimliliğini irdelemeye yönelik gelecekteki araştırmalara katkıda bulunabilir.

Grounded in Vygotsky's sociocultural theory, this study examines the effectiveness of integrating ChatGPT into classroom instruction to enhance vocabulary learning. It evaluates ChatGPT's impact on vocabulary knowledge and retention compared to traditional teacher-led instruction. Using a quasiexperimental pre-and posttest control group design within an explanatory sequential mixed-methods approach, 71 EFL learners were randomly assigned to an experimental group (EG) and a control group (CG). The EG used ChatGPT as an interactive language tool, engaging in vocabulary practice, receiving real-time feedback, and completing AI-generated exercises tailored to their progress, while the CG followed traditional lecture-based instruction. Data collection included vocabulary knowledge tests (pretest, posttest, and delayed posttest) and semi-structured interviews. Quantitative results showed that the EG significantly outperformed the CG in productive vocabulary knowledge and overall test scores, with moderate to large effect sizes. While receptive vocabulary gains did not differ significantly between groups, within-group comparisons confirmed substantial improvements. Qualitative findings highlighted students' positive perceptions, emphasizing ChatGPT's role in enhancing engagement, motivation, and contextual vocabulary use through scaffolded interaction. This study contributes to the growing field of AI-driven language learning by demonstrating how structured, theory-informed integration of ChatGPT can effectively support productive vocabulary development, offering both practical and pedagogical insights.

Even in comparison to the extensive multilingualism on the African continent, the linguistic ecology of Cameroon is special. In addition to a vast diversity of indigenous languages, it has two official languages, English and French, the lingua franca Cameroon Pidgin English (CPE), and the emerging urban code Camfranglais, all of which compete for domains and usage. To better understand the dynamics at work in Cameroon, this chapter presents a summary of existing literature on the unique linguistic situation of this Central African state, combining the findings of recent studies to form a tentative overview of its multilingual ecology. A special focus lies on the varieties of English used and their relationship with local languages, CPE, and French, thus presenting a holistic view of what position English takes in Cameroon today. While being a minority language in terms of speaker numbers, English becomes more important as the language of globalization, as even francophone parents seek English-medium instruction for their children. Reflecting the ongoing, in many cases hostile debate on the use of the two official languages as well as the promotion of national languages, results from empirical studies about language attitudes of francophone and anglophone Cameroonians are discussed. The author adds findings from her research on francophone adolescents in Yaoundé, which seem to herald a more conciliatory point of view.

A corpus is a large collection of written or spoken texts that can be developed manually or electronically and be representative of the authentic language data. The corpus has numerous applications in the field of applied linguistics such as development of dictionaries, construction of grammar books, enhancement of language learning and teaching, study of dialects, machine translation, etc. The present paper is meant to review some recent literature regarding the applications of corpus in the area of language learning and teaching, whether a first, second or foreign language. The review focuses on some empirical findings from experiments conducted on learners of various levels of language proficiency in different societies. Based on the empirical findings probed from previous studies, it was indicated that corpus-based method of learning and teaching a language is effective and learners get direct access to data, hence, enhancing their language learning in various linguistic skills ...

Non-native English speaker Higher Research Degree (HDR) students or L2 writers encounter numerous difficulties in developing native-like competencies in their research writing. Current research in the systemic functional linguistics argues that students' repertoire of interactive and interactional features enhances their writing process. However, many L2 students are thrown in the deep end in their research writing process. In some universities, Academic Language Learning (ALL) advisors assist these students by reviewing their work and providing necessary feedback. The purpose of this study was to examine the difficulties experienced by such L2 writers as identified by ALL advisors who review their work in their thesis drafting process. The study analysed ten draft chapters from L2 students' theses writing reviewed by ALL advisors. The study found that several discourse and metadiscoursal features have been recognised as impeding factors in effective communication. Personalised feedback and instruction from language experts can influence students' writing and drafting process. Such findings provide insights and implications for developing discourse competencies for both L1 and L2 academic writers. The study also provides pedagogical implications for teachers of all students as academic writing is a genre that needs explicit focus in teaching programs at all levels.

Non-native English speaker Higher Research Degree (HDR) students or L2 writers encounter numerous difficulties in developing native-like competencies in their research writing. Current research in the systemic functional linguistics argues that students’ repertoire of interactive and interactional features enhances their writing process. However, many L2 students are thrown in the deep end in their research writing process. In some universities, Academic Language Learning (ALL) advisors assist these students by reviewing their work and providing necessary feedback. The purpose of this study was to examine the difficulties experienced by such L2 writers as identified by ALL advisors who review their work in their thesis drafting process. The study analysed ten draft chapters from L2 students’ theses writing reviewed by ALL advisors. The study found that several discourse and metadiscoursal features have been recognised as impeding factors in effective communication. Personalised feed...

We launched a 5-year-project in 2006 to develop a Japanese-Chinese machine translation system for translating scientific and technical papers. As part of that project, we are currently building a Japanese-Chinese translation dictionary based on the EDR Japanese-English bilingual dictionary. This paper presents the design and construction of the Japanese-Chinese translation dictionary, including specifications for translating Japanese information into Chinese and annotating related information, tools developed for assisting manual annotation, and some result that have already been achieved.

Language is a common good and a common property. Access to information about language should be fast, easy, and intuitive. The electronic dictionary should therefore be a knowledge base with language as its access point, and with simple, yet rich access to (combinations of) linguistic and non-linguistic facts. One query frame and basic reading and writing skills must be enough to get meaningful results. This solution presupposes (1) a fine grained and systematic database format for dictionary storage and linkage to materials, and (2) a query system offering ease of access for inexperienced users. At the same time, lexicography must be able to prove itself trustworthy by offering access to sources both for usage and for normative decisions. The system described here is used for one academic multivolume dictionary and for standard monolingual students' dictionaries. It is suited to lexicographical projects where source documentation has priority. The focus is on dictionaries integrated with other language resources and produced for the Web.

The goal of a recently concluded project in Switzerland was to pioneer an assessment system for lexical signs of Swiss German Sign Language (Deutschschweizerische Gebärdensprache, DSGS) that relies on automatic sign language recognition. The assessment system gives adult L2 learners of DSGS feedback on the correctness of the manual parameters of signing (handshape, hand position, location, and movement) of isolated signs they produce. In its initial version, the system includes automatic feedback for a subset of a DSGS vocabulary size production test consisting of approximately 100 lexical items at CEFR level A1. The paper at hand reports on the process of selecting the items for the test, compiling training data for the SLR system, and linguistically analyzing errors in the resulting video recordings.

This study explores the intricate connection among motivation, attitude, and situational factors in honing the speaking skills of English as a Second Language (ESL) students, particularly those coming from the Electrical Engineering program at a certain university in the Philippines. A quantitative method of research is used to assess the attitudes about English of 200 respondents using a structured survey. Both intrinsic and extrinsic motivational factors, along with the effect of situational variables such as classroom environment and teacher attitudes were also gauged. Based on the statistical interpretation, intrinsic motivation, the one students utilize for practical purposes, has a direct effect on their positive attitudes and their willingness to engage in oral communication. In addition, the study found out that encouraging teaching and learning situations and communication centered strategies reinforce oral communication skills. The said findings highlight the need for the integration of authentic teaching materials that motivate learners to actively participate because of the positive support strategies as far as ESL instruction is concerned. This research recommends that educators and curriculum designers address comprehensively the motivational and situational factors that influence the speaking skills of the students. Nevertheless, it is also important to note that the success of the said strategies may differ based on specific contexts. The enhancement of ESL (English as a Second Language) oral communication skills is impacted by a multiplicity of factors. Although intrinsic motivation plays a crucial role in this learning environment, it is not the only factor that influences a positive result. Using efficacious teaching methods is a significant effort to boost the teacher-student interaction. One cannot dismiss the importance of learner attitudes because they have a direct effect on their degree of involvement or extent of participation. Some student may find speaking challenging, and it is undeniable that their failure or success is often associated with the kind of environment a teacher projects in the classroom.

Lexical bundles (LBs) defined as fixed expressions in spoken and written discourse have been claimed to mark L2 learners' proficiency level and make their language use natural and native-like. A variety of studies have investigated the use of LBs by both native and non-native speakers in different registers and disciplines. However, there is little research on (1) how Vietnamese learners of English use LBs and (2) how LBs are used in a specific type of argumentative essays. The situation is the motivation for the current paper which investigates the use of lexical bundles in the argumentative essays written by Vietnamese majors of English. Both qualitative and quantitative approaches are employed to examine the frequency, structures and functions of the identified LBs. The findings show that these Vietnamese majors use a wide range of 3-, 4-and 5-word LBs as well as the clausal structures and stance bundles are dominant in the corpus of argumentative essays.

This mixed-methods explanatory sequential research investigated the Pedagogical Content Knowledge (PCK) cognitions and practices of Filipino high school teachers of Mandarin. The PCK framework highlights the crucial interplay between pedagogical and content knowledge, aiding educators in selecting the most suitable teaching techniques to effectively present the subject matter. This study combined both quantitative and qualitative data from self-assessment reports, semi-structured interviews, and classroom observations, providing a clear picture of the participants' PCK. Using descriptive statistics and thematic analysis, this study fully captured the participants' PCK. The qualitative data revealed that the participants' confidence level on their pedagogical content knowledge was considered high. While the qualitative data uncovered the participants' eighteen PCK practices, and their cognitions on the significance of using appropriate techniques to maintain motivation, achieve lesson's objectives, cater students' needs, and bridge challenges in teaching Chinese Mandarin. Lastly, anchored from the findings, this study provided recommendations such as deepening the participants' understanding of the PCK framework and strengthening each professional knowledge, contributing to improving the participants' capability to effectively teach Mandarin.

This study explores how metadiscourse markers are used in the introduction chapters of undergraduate theses from the Department of English at the University of Malakand. A mixed-method approach that combines both quantitative and qualitative analysis is applied. Hyland’s (2010) model of metadiscourse markers is used as a theoretical framework in the corpus-informed study. The findings indicate that students depend more on interactive markers (56.73%), specifically transitions (21.34%) and frame markers (13.59%), which makes their writing clearer and more organized. On the other hand, interactional markers (43.27%) such as hedges (10.25%) and boosters (5.6%) appear less frequently, indicating a careful and neutral academic style. The study also indicates some areas which needs improvement : including the low use of code glosses (7.15%) and endophoric markers (5.48%)—which blurs clarity and coherence—along with limited use of self-mentions (7.87%) and engagement markers (7.15%), which reduces reader interaction. These findings suggest that students would benefit from better guidance on balancing structural clarity with a more engaging and reader-friendly writing style.By analyzing this corpus of fifteen theses, the research underscores the importance of metadiscourse awareness in academic writing and offers valuable suggestions for improving writing instruction.