Oxford Learner’s Dictionary of Academic English. 2014 (original) (raw)
Related papers
Oxford learner's dictionary of academic English
As the title suggests, the Oxford Learner's Dictionary of Academic English (OLDAE) is aimed at those who need to use academic English in their studies. The Introduction of the dictionary mentions that the OLDAE provides ''an exclusive, detailed focus on the language of academic writing (p. v).'' To discuss the merits and demerits of this dictionary, there are four parts that are reviewed: the selection of headwords, the components of the entry, the usage notes, the language banks, the back matter, and the CD-ROM.
A new venture in corpus-based lexicography: towards a dictionary of academic English
2007
This paper asserts the increasing importance of academic English in an increasingly Anglophone world, and looks at the differences between academic English and general English, especially in terms of vocabulary. The creation of wordlists has played an important role in trying to establish the academic English lexicon, but these wordlists are not based on appropriate data, or are implemented inappropriately. There is as yet no adequate dictionary of academic English, and this paper reports on new efforts at Aston University to create a suitable corpus on which such a dictionary could be based.
Research Summary: The Pearson International Corpus of Academic English (PICAE)
2010
This paper introduces the Pearson International Corpus of Academic English (PICAE) compiled at Pearson in collaboration with Lexical Computing Ltd. As part of the development programme for Pearson Test of English Academic (PTE Academic), it was decided to compile a reference corpus of academic English to inform test development and further investigate the development of academic language proficiency in non-native English speakers. PICAE aims to reflect the register of academic English by including curricular English as found in lectures, seminars, textbooks and journal papers as well as extracurricular English that students encounter on campus from university administration to transcripts of broadcasts. The corpus comprises spoken and written data from five major English-speaking countries. PICAE has been cleaned, lemmatised and POS-tagged and is available for research.
English for academic purposes: An advanced resource book
2006
As is well known, the Routledge Applied Linguistics series is designed as a comprehensive guide. The pedagogic structure of each book ensures the readers the opportunity to think and reflect while he or she is introduced to key concepts and appropriate skills of a theme or discipline. This volume has been designed as an introductory university manual for graduate students and English teachers who are working in the field of English for Academic Purposes (EAP) for the first time. Hyland introduces this resource book with a summary of the beginnings and the state-of-the-art of this independent discipline worthy of academic research. He claims in this work that English for Academic Purposes has evolved rapidly over the last twenty years from a branch of English for Specific Purposes (ESP) in the 80´s. The term EAP apparently coined by Tim Johns in 1974, made its first published appearances in a collection of papers edited by Cowie and Heaton in 1977 (Jordan 2002). By the time the journal English for Specific Purposes began in 1980, EAP was established as one of the two main branches of ESP together with EOP, English for Occupational Purposes. Today it is a major force in English Language Teaching and research around the world. At first sight EAP seems to be a practical response to the needs of particular group of students. However, EAP covers many areas of academic communicative practice: From classroom interaction to student writing and not forgetting research genres or administrative practices. These areas of academic communicative practice involve more than polishing ENGLISH FOR ACADEMIC PURPOSES: AN ADVANCED RESOURCE BOOK Ken Hyland New York: Routledge, 2006 (by María Isabel Herrando Rodrigo. University of Zaragoza) herrando@unizar.es miscelánea: a journal of english and american studies 35 (2007):
Academic writing and new Englishes: Unifying the contrasts
Discourse and Interaction, 2011
This contribution tries to unify two recent research strands in English linguistics: studies in academic writing and in New Englishes. This is useful because, in line with the prominent theory of social constructionism, discourses in both strands can be seen as practices of communities that negotiate their cultural norms. The relationship between language, cognition, and (national) culture is illustrated on the basis of several models, research and its application in teaching is discussed. A proposed socio-cognitive model offers new insights into old concepts and stimulates exchange in academic discourses between researchers from different cultures.
Review of: Current Trends in English for Professional and Academic Purposes
Advances in Space Research, 2011
and Inmaculada Fortanet-Gomez. Contributors to this volume consist of both native (NS) and non-native speakers (NNS) of English, who are currently working on various EPAP projects in Europe, America, and Asia. The volume offers an overview of several topics within the domain of EPAP, shows current trends in the research carried out in this field, and suggests new ideas for the future. The book is prefaced by an overview chapter on current trends in EPAP written by the co-editors. The volume is then divided into three sections, each containing a set of chapters focusing on a particular area of EPAP. The first section illustrates research on discourse and the teaching and learning processes in different academic genres. The second set of papers centers on research and teaching practices in several professional areas. The third section concludes the volume with articles focusing exclusively on teaching and learning the language of academic and professional settings.
COURSE DESCRIPTION The course seeks to provide hands-on classroom training to develop competence in the academic use of English for scholarly communication. COURSE OUTCOMES After completing this course, the students will be able: 1. To develop academic writing behavior. 2. To understand the differences between everyday and academic use of language. 3. Have command over the structural and componential components of academic language. 4. Evaluate themselves where they are weak in academic writing and improve themselves. 5. Acquire disciplinary literacy to interact with academia, society, and the market. 6. Use technology and tools for academic writing