Abstract
One of the weaknesses of most current academic word lists is that they fail to do justice to the large stock of multiword units that are typical of academic language. The objective of this chapter is to raise awareness of the importance of phrasal academic vocabulary. After a brief critical survey of three recently compiled phrasal academic lists, the chapter highlights the potential contribution of learner corpus data to identifying the most useful units for teaching purposes. The approach is illustrated with a case study of phrasal metadiscourse based on corpora of novice and expert native writing, and subcorpora from the International Corpus of Learner English representing L2 writers from six different mother tongue backgrounds.
Highlights
One of the weaknesses of most current academic word lists is that they fail to do justice to the large stock of multiword units that are typical of academic language
Academic vocabulary can be roughly defined as the words and phrases that are typically used in academic contexts
While acquiring these lexical items is essential to the academic achievement of both native and non-native (L2) students, they represent a significant hurdle for L2 users, who have to understand and produce academic language in a language that is not their own
Summary
One of the weaknesses of most current academic word lists is that they fail to do justice to the large stock of multiword units that are typical of academic language. Contain typical English for Academic Purposes (EAP) collocations extracted from large corpora of native or expert academic texts.
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