Corpus linguistics, contextual collocation and ESP syllabus creation
Subtitle: a text-analysis approach to the study of medical research articles
By: by Georgette Jabbour.
Publisher: University of Birmingham
Published: 1998
Place of publication: Birmingham
Language: eng
First sentence: TABLE OF CONTENTS



CHAPTER ONE	1

Syllabus Design and Corpus Research	1

CHAPTER TWO	19

Corpus-based ESP Syllabus Design: the Rationale	19

CHAPTER  THREE	41

Models of Reading: Implications for ESP	41

CHAPTER FOUR	63

The Discourse of Science: Focus on Citations	63

CHAPTER  FIVE	82

Design and Description of the Corpus	82

CHAPTER SIX	108

The MRA, Word Frequency and Collocation	108

CHAPTER SEVEN	127

Theoretical Foundations for the Analysis of the MRA sections	127

CHAPTER EIGHT	143

Mapping Frequency and Discourse in the Analysis of the MRA Sections	143

CHAPTER  NINE	174

Specification of the Syllabus	174

CHAPTER TEN	191

Context and Collocation in the Syllabus	191

CHAPTER ELEVEN	215

A Sample Teaching Unit	215

CHAPTER TWELVE	236


TABLES IN THE THESIS
 CHAPTER SIX:
TABLE 1: Raw frequencies (per 1000) of 3 lexical words according to sections  (123)

CHAPTER EIGHT:
TABLE 1: Tense in the Introduction	  (149)

TABLE 2: Parts in the Methods	  (155)

TABLE 3: Tense in the Results	  (159)

TABLE 4: Stages in the Discussion     (162)

TABLE 5: Tense in Stage C of the Discussion  (162)

 
LIST OF APPENDICES


APPENDIX 1	245
High frequency words

APPENDIX 2	247
         Grammar words

APPENDIX 3	248
         Research words

APPENDIX 4	249
         Part of section 29 of the Copyright, Designs and Patents Act 1988 and   Introduction sections

APPENDIX 5	258
         Methods sections

APPENDIX 6	276
         Results sections

APPENDIX 7	290
         Discussion sections

APPENDIX 8	311
An Introduction to medical research articles

APPENDIX 9	313
1. Concordance of 'examine'	313
2. Concordance of 'require'	313
3. Concordance of 'unknown'	313
4. Concordance of 'unclear'	314
5. Concordance of 'show and report'	314
6. Concordance of 'there and it'	316
7. Concordance of 'suggest'	318
8. Concordance of 'data'	318
9. Concordance of 'was and were'	320
10. Concordance of 'subset and subgroup'	321
11. Concordance of 'significant' in g1prem24.res	322
12. Concordance of 'significant' in g2prem24.res	322

BIBLIOGRAPHY
Description: Synopsis
	
	In this thesis we argue for the design of an ESP reading syllabus based on collocations, as a starting point in teaching, and question the ground for the discourse of science. We build the argument on the basis that ESP teaching is connected with text analysis, the analysis of the genre specifically, and on the basis that reading theory connects schematic mapping with linguistic elements. The language we describe for ESP context can be specified in patterns, themselves defined by linguistic elements, applicable to texts of the same genre. In this thesis, we therefore put forward a framework of text description, basic for syllabus design. The orientation is that an ESP syllabus design will meet the language learners' needs if language in use is taken as the basic element in the design. For this we design a research corpus of medical research articles. Language in use is represented in high frequency words, grammar and research words, forming the context of use of the medical terminology.
	We also argue that if frequency is to be exploited then we must specify a framework of text organisation and semantic networks. We consider semantic networks to be incorporated in the study of prepositions and research words. The argument for text organisation is built on using text averral, text attribution and tense. Text averral represents writer’s argument. Text attribution refers to supporting research in the field. An attribution is an essential element in the development of the writer’s argument, and is linguistically marked, whereas an averral is subtle and less marked than an attribution. Tense plays a role in the shift in reference. The analysis shows that present related tenses are related to writer’s domain. Patterns using the present perfect, passive and active, relate to text attribution.    
	In this thesis we further argue for a pedagogic corpus, as in the lexical syllabus, to organise the teaching materials in a syllabus based on collocations. A pedagogic corpus is argued to organise item, collocation and text selection for the production of materials. It forms the framework of language in use essential for the compilation of the grammar of the medical research article.


Key words: ESP reading syllabus design, text analysis, discourse analysis, the discourse of science, corpus linguistics, lexical syllabus, collocation, text organisation, averral, attribution, pedagogic corpus
Notes: Thesis (Ph.D) - University of Birmingham, School of English, Faculty of Arts.
Available in the Library of Congress.
It is useful for all those who pursue work on Corpus Linguistics, Applied Linguistics and Text Analysis
Dr. G. Jabbour can be reached at: jgnjbbr@aol.com
Table of contents: class: section