A corpus analysis of frequently occurring words and their collocations in high-impact research articles in education
In research writing, the importance of formulaic sequences (FS) or collocations and the need for writers to adapt and utilise these phrasal constructions in their writing cannot be denied. However, English as a second or a foreign language (ESL/EFL) writers often have difficulty in finding the r...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2020
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| Online Access: | http://journalarticle.ukm.my/16540/1/40112-145056-2-PB.pdf http://journalarticle.ukm.my/16540/ https://ejournals.ukm.my/3l/issue/view/1364 |
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| Summary: | In research writing, the importance of formulaic sequences (FS) or collocations and the need for writers to adapt
and utilise these phrasal constructions in their writing cannot be denied. However, English as a second or a
foreign language (ESL/EFL) writers often have difficulty in finding the right words or phrases in writing good
academic research papers due to limited vocabulary and the lack of native-like fluency. There is also the concern
that they are unaware of the rhetorical structure of academic research papers, which can hamper the organization
of ideas and flow of writing and lead to messy and unclear production of language. Formulaic sequences and
collocations of words represent useful phrasal constructions that writers use to fluently and efficiently express
their intended communicative purposes. In this regard, this study uses corpus analysis to list collocations
commonly used in high-impact journals written in the field of education. The study also categorises these
collocations according to their communicative purposes, referred to as moves and steps, in the rhetorical
structure of the Introduction of research articles. The final list which focussed on ten node words from 40 high�impact journal articles consists of 3 to 12 word phrases found in the Introduction section of these articles. They
were then categorised according to their specific functions based on an adapted Introduction Move Framework
of the Create a Research Space (CARS) schema (Swales 2004) and common moves in the Introduction section of
the Academic Phrasebank (Morley, 2014). |
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