Using corpus methods to identify subject specific uses of polysemous words in English secondary school science materials
Using corpus methods to identify subject specific uses of polysemous words in English secondary school science materials
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DOI：
10.3366/cor.2021.0216
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发表时间：
2021-08-01
期刊：
影响因子：
0.5
通讯作者：
Love, Robbie
中科院分区：
文献类型：
--
作者：
Deignan, Alice;Love, Robbie
英国许多教育专业人士认为，由于词汇知识不足，小学生在获取学术文本方面存在困难。此前的研究表明，一些在非专业语境中使用的高频词汇具有学术意义，这可能会给小学生带来问题。我们采用了用于高等教育文本研究的语料库技术，并将其应用于为11至14岁的小学生设计的文本语料库，试图自动识别这些单词。我们使用口语BNC2014作为参考语料库。我们确定了一个半技术性词汇的列表（Baker, 1988），其中许多是多义的，具有日常意义和相关的学校学科意义，学生可能不熟悉。我们研究半技术性词汇是如何从专业词汇和一般词汇中识别和区分出来的。还需要一些补充的定性分析，如搭配分析和一致性分析。虽然很耗时，但对于那些在学校语言上挣扎的学生来说，这是一个值得的练习。
Many education professionals in Britain believe that school pupils have difficulty accessing academic texts because of inadequate knowledge of vocabulary. Previous research has suggested that some high frequency words used in non-specialised contexts have academic meanings that can cause problems for school pupils. We take corpus techniques used in the study of higher education texts and apply them to a corpus of texts designed for school pupils aged 11 to 14, attempting to identify such words automatically. We use the Spoken BNC2014 as a reference corpus. We identify a list of semi-technical words (Baker, 1988), many of which are polysemous, having everyday meanings and related school subject meanings that may not be familiar to pupils. We investigate how semi-technical vocabulary can be identified and distinguished from both specialised and general vocabulary. Some supplementary qualitative analysis was needed, using collocation and concordance analysis. While time-consuming, the potential benefits for pupils struggling with school language make this a worthwhile exercise.