臺灣博碩士論文加值系統

語料庫已廣泛應用於研究不同語言特色，本研究以自編語料庫探討中英語言期刊學術字彙之真實應用。台灣期刊語料庫(TJC)來自不同所台灣大學英語系所出版之語言期刊，而國外期刊語料庫(APC)資料取自Applied Linguistics。以Coxhead (2000)所編的學術字彙表(AWL)字為標準，找出對應的學術字彙。研究主題共三項：1.中西語料庫之學術字彙為何？2.中西語料庫之學術字彙動詞為何？3.中西語料庫高頻率動詞用法之比較。
首先，研究結果顯示該學術字彙表在中西語料庫佔有極高比例，證明該學術字彙表之價值，亦彰顯台灣學術英文的程度。其次分析學術字彙中的動詞。依據資料分析，學術動詞可分成二大類：第一類為純粹動詞，第二類功能可為動詞或名詞。因此在TJC選出各前十大的二類動詞來和APC對應的動詞比較分析其數量，形態和功能。第一類的十大學術動詞為 indicate, involve, identify, require, occur, investigate, participate, reveal, demonstrate及select；第二類的十大動詞為research, process, focus, structure, comment, issue, function, design , feature及approach。經過分析，顯示不同動詞有其常用形式(form)，第一類動詞以過去式最為常見, 但第二類動詞以原形最為常見。同時不同動詞具有其偏用功能以及固定句型。尤其第二類動詞在學術英文偏向以名詞形態表現用法。常見搭配詞以副詞為主，有些也和會介系詞搭配。根據本語料庫資料分析結果，台灣語言期刊學術英文用法大致和外國期刊相當。
最後本研究建議 (一) 學術字彙表有其參考價值，學術教學皆可採用，以增進學術英文能力。(二)相關研究單位或業者可合作建置大規模學術詞語搭配語料庫，提升台灣道地的學術英語能力。

Corpus-based studies have been widely applied to explore linguistic features in
different ways. This paper aims to investigate the authentic occurrences and patterns of academic vocabulary in Taiwan and English linguistics journals by a corpus-based analysis. Linguistics articles published by various English departments in Taiwan comprise the target corpus, Taiwan-based Journal Corpus (TJC) while foreign articles from Applied Linguistics comprise Applied Linguistics Corpus (APC) for contrastive analysis. The Academic Word List (AWL) created by Coxhead (2000) is used as the criteria for identification of the academic vocabulary in the corpus. This study addresses (1) What type of AWL vocabulary occurs in TJC and APC? (2) What are the academic verbs in TJC and APC? (3) What patterns and functions do high-frequency academic verbs display and are they used in the two corpora similar? Firstly, the data analysis shows high occurrences of academic vocabulary in both corpora. This not only asserts the value of the AWL but also reveals academic English proficiency in Taiwan. Two types of academic verbs then were examined after lemmatization. Type 1 verbs are verbs per se while Type 2 verbs have dual function as verbs or nouns. The top 10 Type 1 verbs cover indicate, involve, identify, require, occur, investigate, participate, reveal, demonstrate, and select whereas the top 10 Type 2 verbs are research, process, focus, structure, comment, issue, function, design, feature and approach. Such academic verbs with their counterparts in APC were investigated in detail in terms of congruity between the two corpora. The results report that each verb has a distinctive form that often is used. In general, for Type 1 verbs, the past form outnumbers other three forms which are base form, present form and progressive form, but for Type 2 verbs, the base form is the most salient. Moreover, separate past form functions vary from verbs. Some fixed patterns are also found related with various verbs. In particular, Type 2 verbs have a strong tendency to be nouns in academic writing. As a whole, the results reveal that there is no significant discrepancy between TJC and APC. Finally, it is suggested (1) The AWL is valuable for academic writing that can be employed more in EAP teaching/learning, (2) A large-scale academic vocabulary database including collocation can be established and promoted to lift academic English proficiency level in Taiwan.

ABSTRACT (English) i
ABSTRACT (Chinese) ii
ACKNOWLEDGEMENTS iv
Table of Contents v
List of Tables ix
List of Figures xi
Chapter 1 INTRODUCTION 1
1.1 Background and Motivations 1
1.2 Purpose of the Study 3
1.3 Research Questions..…………………………………………….. 4
1.4 Significance of the Study 4
1.5 Definition of Terms 4
1.6 Organization of the Thesis 5
Chapter 2 LITERATURE REVIEW 7
2.1 Overview 7
2.2 Corpus-based Approach..……………………………………….....7
2.2.1 The Corpora 8
2.2.2 The Corpora and Language Teaching/Learning 9
2.3 Vocabulary and Phraseology in EFL Context 12
2.3.1 The Issue of Vocabulary 12
2.3.2 The Issue of Phraseology 16
2.4 EAP and AWL 19
2.4.1 English for Academic Purposes (EAP) 19
2.4.2 Classification and Size of Vocabulary 21
2.4.3 Various Word Lists 22
2.4.4 The Academic Word List(AWL) 25
2.5 Chapter Summary 32
Chapter 3 METHODOLOGY 33
3.1 Overview 33
3.2 Compilation of the Target Corpus 33
3.3 Compilation of Foreign Journal Corpus 37
3.4 Data Analysis Procedure 37
3.4.1 Analysis Software 38
3.4.2 Identifying Academic Vocabulary 39
3.4.3 Identifying Academic Verbs 40
3.4.4 Examining the Congruity between TJC and APC 42
3.5 Chapter Summary 43
Chapter 4 RESULTS & DISCUSSIONS 44
4.1 Overview 44
4.2 The Identification of Academic Vocabulary 44
4.3 The Identification of Academic Verbs 46
4.4 The Congruity between TJC and APC 48
4.4.1 The First Three Measures 48
4.4.2 Lists of Academic Verb Form ...50
4.4.3 The Functions and Patterns of Individual Academic Verb
Candidates (Type 1) …...51
4.4.3.1 Lemma INDICATE……………………………………..…51
4.4.3.1.1 INDICATE………………………………….…...51
4.4.3.1.2 INDICATED………………………………….....52
4.4.3.1.3 INDICATES……………………………………..53
4.4.3.1.4 INDICATING……………………………………54
4.4.3.2 Lemma INVOLVE………………………………………....57
4.4.3.2.1 INVOLVE………………………………………..57
4.4.3.2.2 INVOLVED………………………………….......57
4.4.3.2.3 INVOLVES……………………………………....58
4.4.3.2.4 INVOLVING………………………………….....59
4.4.3.3 Lemma IDENTIFY………………………………………...62
4.4.3.3.1 IDENTIFY.........................................................62
4.4.3.3.2 IDENTIFIED....................................................62
4.4.3.3.3 IDENTIFIES…………………………………….......63
4.4.3.3.4 IDENTIFYING…………………………………..63
4.4.3.4 Lemma REQUIRE…………………………………………65
4.4.3.4.1 REQUIRE………………………………………........65
4.4.3.4.2 REQUIRED…………………………………………..65
4.4.3.4.3 REQUIRES…………………………………………...66
4.4.3.4.4 REQUIRING………………………………….....66
4.4.3.5 Lemma OCCUR……………………………………….......68
4.4.3.5.1 OCCUR…………………………………….....……...68
4.4.3.5.2 OCCURRED……………………………………….. 69
4.4.3.5.3 OCCURS………………………………………...…...69
4.4.3.5.4 OCCURRING……………………………….…...69
4.4.3.6 Lemma INVESTIGATE……….………..............................72
4.4.3.6.1 INVESTIGATE…….............…………….….…..72
4.4.3.6.2 INVESTIGATED………………….......…………72
4.4.3.6.3 INVESTIGATES…….....…………...…………....73
4.4.3.6.4 INVESTIGATING ……………………………... 73 4.4.3.7 Lemma PARTICIPATE…………………………............... 77
4.4.3.7.1 PARTICIPATE…………………………..............77
4.4.3.7.2 PARTICIPATED……………………...................77
4.4.3.7.3 PARTICIPATES………………….......................78
4.4.3.7.4 PARTICIPATING……………….........................78
4.4.3.8 Lemma REVEAL………………………............................ 81
4.4.3.8.1 REVEAL………………......................................81
4.4.3.8.2 REVEALED…………........................................ 81
4.4.3.8.3 REVEALS ……………...................................... 82
4.4.3.8.4 REVEALING……….......................................... 82
4.4.3.9 Lemma DEMONSTRATE……….......................................85
4.4.3.9.1 DEMONSTRATE…….........................................85
4.4.3.9.2 DEMONSTRATED…..........................................85
4.4.3.9.3 DEMONSTRATES …..........................................86
4.4.3.9.4 DEMONSTRATING………………......................86
4.4.3.10 Lemma SELECT………..................................................89
4.4.3.10.1 SELECT............................................................89
4.4.3.10.2 SELECTED........................................................90
4.4.3.10.3 SELECTS...........................................................91
4.4.3.10.4 SELECTING.......................................................91
4.4.3.11 Summary of Type 1 Verbs...............................................93
4.4.4 The Functions and Patterns of Individual Academic Verb Candidates (Type 2)……………………………………...….. 94
4.4.4.1 Lemma RESEARCH………………………………......…..95
4.4.4.1.1 RESEARCH…………..……………………..........95
4.4.4.1.2 RESEARCHED…...............................................95
4.4.4.1.3 RESEARCHES…................................................96
4.4.4.1.4 RESEARCHING..................................................96
4.4.4.2 Lemma PROCESS………………………………...….........97
4.4.4.2.1 PROCESS………………………………...…..... 97
4.4.4.2.2 PROCESSED…………………………...….........98
4.4.4.2.3 PROCESSES…………………………...…..........98
4.4.4.2.4PROCESSING………………………...…........... 99 4.4.4.3 Lemma FOCUS………………………………......…........101
4.4.4.3.1 FOCUS……………………………......…..........101
4.4.4.3.2 FOCUSED………………………......…............101
4.4.4.3.3 FOCUSES………………………......….............102
4.4.4.3.4 FOCUSING…………………......…..................103
4.4.4.4 Lemma STRUCTURE…………………......…..................106
4.4.4.4.1 STRUCTURE…………......….................... ......106
4.4.4.4.2 STRUCTURED………......…..................... ......106
4.4.4.4.3 STRUCTURES………......…..................... ...... 106
4.4.4.4.4 STRUCTURING…......…..................... ........... 107
4.4.4.5 Lemma COMMENT………………………......…..............108
4.4.4.5.1 COMMENT…………………......…..................108
4.4.4.5.2 COMMENTED.................................................109
4.4.4.5.3 COMMENTS....................................................109
4.4.4.5.4 COMMENTING................................................109
4.4.4.6 Lemma ISSUE.................................................................111
4.4.4.6.1 ISSUE...............................................................111
4.4.4.6.2 ISSUED............................................................112
4.4.4.6.3 ISSUES.............................................................112
4.4.4.6.4 ISSUING...........................................................113
4.4.4.7 Lemma FUNCTION........................................................113
4.4.4.7.1 FUNCTION......................................................114
4.4.4.7.2 FUNCTIONED.................................................114
4.4.4.7.3 FUNCTIONS....................................................115
4.4.4.7.4 FUNCTIONING................................................115
4.4.4.8 Lemma DESIGN.............................................................117
4.4.4.8.1 DESIGN............................................................117
4.4.4.8.2 DESIGNED......................................................118
4.4.4.8.3 DESIGNS..........................................................118
4.4.4.8.4 DESIGNING......................................................119
4.4.4.9 Lemma FEATURE.........................................................121
4.4.4.9.1 FEATURE.........................................................121
4.4.4.9.2 FEATURED......................................................121
4.4.4.9.3 FEATURES.......................................................122
4.4.4.9.4 FEATURING....................................................122
4.4.4.10 Lemma APPROACH.......................................................124
4.4.4.10.1 APPROACH………………….…….................124
4.4.4.10.2 APPROACHED…………...………......... .......124
4.4.4.10.3 APPROACHES…………...……….............. ...125
4.4.4.10.4 APPROACHING………...…….…...................125
4.4.4.11 Summary of Type 2 Verbs………............................... ......126
4.5 Summary……………………….......................................................127
4.5.1 Type 1 vs Type 2………………………...................................127
4.5.2 Noun Sense vs Verb Sense………….......................................133
4.5.3 TJC vs APC………….............................................................134
Chapter 5 CONCLUSION ………………………........................................136
5.1 Overview ...136
5.2 Implications ...137
5.3 Limitations and Suggestions for Future Research ...138
5.4 Conclusion ...139
REFERENCES ...141
APPENDIX
A. TJC ...157
B. APC ...162
C. The Potential Academic Lemma in TJC ...166
D. The Potential Academic Lemma in APC ...169

Aijmer, K. (2009). Corpora and language teaching. (Ed.). Amsterdam: John Benjamins.
Anderson, W., & Corbett, J. (2009). Exploring English with online corpora. London: Palgrave Macmillan.
Anthony, L. (2011). AntConc (3.2.2.1w) [Computer software]. Retrieved from www. antlab.sci.waseda.ac.jp.
Arnaud, P., Ferragne, E., Lewis, D., & Maniez, F. (2008). Adjective+noun sequences in attributive or NP-final positions. In S. Granger & F. Meunier (Eds.), Phraseology : an interdisciplinary perspective (pp. 111-125). Amsterdam: John Benjamins.
Banerjee, S., & Pedersen, T. (2003). The design, implementation, and use of the ngram statistics package. Proceedings of the Fourth International Conference on Intelligent Text Processing and Computational Linguistics (pp. 370-381). Retrieved August 1, 2011, from http://www.d.umn.edu/~tpederse/Pubs/cicling2003-2.pdf
Bahns, J., & Eldaw, M. (1993). Should we teach EFL students collocations? System, 21 (1), 101-114.
Benson M., Benson, E., & Ilson, R. (1986). The BBI combination dictionary of English: a guide to word combinations. Amsterdam: John Benjamins.
Benson M., Benson, E., & Ilson, R. (1997). The BBI dictionary of English word combinations. Amsterdam: John Benjamins.
Benson, P., & Heidish, P. (1995). The ESL technical expert: writing processes and classroom practices. In D. Belcher & G. Braine (Eds.), Academic writing in a second language: essays on research and pedagogy (pp. 313-330). Norwood, NJ: Ablex Publishing Corp.
Bergmann, L. S. (2010). Academic research and writing. London: Longman.
Bernardini, S. (2004). Corpora in the classroom. In J. Sinclair (Ed.), How to use corpora in language teaching (pp. 15-36). Amsterdam: John Benjamins.
Biber, D., Conrad, S., & Cortes, V. (2004). If you look at ….Lexical bundles in university teaching and textbooks. Applied Linguistics, 25(3), 371-405.
Biber, D., Conard, S., & Reppen, R. (1994). Corpus-based approaches to issues in applied linguistics. Applied Linguistics, 15(2), 169-189.
Biber, D., Conard, S., & Reppen, R. (1998). Corpus linguistics: Investigating language structure and use. Cambridge: Cambridge University Press.
Biber, D., Johasnsson, S., Leech, G., Conard, S., & Finegan, E. (1999). Longman grammar of spoken and written English. Harlow: Longman.
Boguraev, B. (1990). [Review of the book Looking up: An account of the COBUILD project in lexical computing, by J. Sinclair]. Computational Linguistics, 16(3), 184-186.
Bretaña, P., & Bertrán, A. P. (2008). Combined statistical and grammatical criteria for the retrieval of phraseological units in an electronic corpus. In S. Granger & F. Meunier (Eds.), Phraseology: an interdisciplinary perspective (pp. 391-406). Amsterdam: John Benjamins.
Campion, M., & Elley, W. (1971). An academic word list. Wellington: New Zealand Council for Educational Research.
Carter, R., & McCarthy, M. (1988). Vocabulary and language teaching. NY: Longman Inc.
Carter, R. (1998). Vocabulary: Applied linguistic perspectives. London: Routledge.
Charles, M., Pecorari D., & Hunston, S. (Eds.). (2009). Academic writing: At the interface of corpus and discourse. London: Continuum Intl Publishing Group.
Chang, S.-F. (2009). Collocational patterns of six verbs used by Taiwanese university students. Unpublished dissertation. Taipei: Tamkang University.
Chen, M.-H. (2007). A study of the English collocation competence of college students in Taiwan. Unpublished thesis. Taipei: National Taiwan University of Science and Technology.
Chen, P.-C., Her, J.-Y., & Huang, X.-H. (2009). A comparative research on academic vocabulary in the abstracts of the IBM Journals. SPECTRUM: NCUE Studies in Language, Literature, Translation, and Interpretation, 4, 103-122.
Chen, Q., & Ge, G. -C. (2007). A corpus-based lexical study on frequency and distribution of Coxhead’s AWL word families in medical research articles (RAs).
English for Specific Purposes, 26(4), 502-514.
Cheng,W., Greaves, C., Sinclair, J., & Warren, M. (2009). Uncovering the extent of the phraseological tendency: Towards a systematic analysis of Concgrams. Applied Linguistics, 30(2), 236-252.
Chung, T., & Nation, P. (2003). Technical vocabulary in specialized texts. Reading in a foreign language, 15(2). Retrieved from http://www.nflrc.hawaii.edu/rfl/Octobor 2003/chung/chung.html
Cobb, T. (1997). Is there any measurable learning from hands-on concordancing? System, 25(3), 301-315.
Collins, P. (1991). The modals of obligation and necessity in Australian English. In K. Aijmer & B. Attenberg (Eds.), English corpus linguistics (pp. 145-165). NY: Longman.
Comrie, B., & Thompson, S. (2007). Lexical nominalization. In T. Shopen (Ed.), Language typology and syntactic description (pp. 334-381). Cambridge: Cambridge University Press.
Conzett, J. (2000). Integrating collocation into a reading and writing course. In M. Lewis (Ed.), Teaching collocation. Hove, England: Language Teaching Publications.
Cook, G. (2003). Applied linguistics. New York: Oxford University Press.
Cowie, A. P. (Ed.). (1998). Phraseology. New York: Oxford University Press.
Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213-238.
Coxhead, A. (2006). Essentials of teaching academic vocabulary. Boston: Thomson.
Coxhead, A. (2008). Phraseology and English for academic purposes: challenges and opportunities. In F. Meunier & S. Granger (Eds.), Phraseology in foreign language learning and teaching (pp. 149-161). Amsterdam: John Benjamins.
Dacia, D. H. (2008). Aligning EAP writing pedagogies across European universities: a case study from France. In I. Fortanet-Gómez & C. A. Räisänen (Eds.), ESP in European higher education: integrating language and content (pp. 75-96). Amsterdam: John Benjamins.
Davies, M. (2004). BYU-BNC: The British National Corpus. Retrieved from http://corpus.byu.edu/bnc/.
Ellis, N. C. (1997). Vocabulary acquisition: word structure, collocation, word-class and meaning. In N. Schmitt and M. McCarthy (Eds.), Vocabulary, acquisition and pedagogy (pp.122-139). Cambridge: Cambridge University Press.
Ellis, N. C. (2006). Selective attention and transfer phenomena in L2 acquisition: contingency, cue competition, salience, interference, overshadowing, blocking and perpetual learning. Applied Linguistics, 27(2), 164-194.
Ellis, N. C. (2008). Phraseology: The periphery and the heart of language.
In F. Meunier and S. Granger (Eds.), Phraseology in foreign language learning and teaching (pp. 1-13). Amsterdam: John Benjamins.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University
Press.
Ellis, R. (2002). Current issues in the teaching of grammar: an SLA perspective. TESQL Quarterly, 40(1), 83-107.
Firth, J. R. (1957). A synopsis of linguistic theory, 1930-1955. Oxford: Basil Blackwell.
Flowerdew, J. (1995). Academic listening. Cambridge: Cambridge University Press.
Flowerdew, J. (2009). Use of signaling nouns in a learner corpus. In J. Flowerdew & M. Mahlberg (Eds.), Lexical cohesion and corpus linguistics (pp. 85-102). Amsterdam: John Benjamins.
Francis, W. N., & Kucera, H. (1982). Frequency analysis of English usage. Boston : Houghton Mifflin.
Gardezi, S. A., & Nesi, H. (2009). Variation in the writing economics students in Britain and Pakistan: the case of conjunctive ties. In M. Charles, D. Pecorari & S. Hunston (Eds.), Academic writing: at the interface of corpus and discourse (pp. 236-250). London: Continuum International Publishing Group.
Ghadessy, P. (1979). Frequency counts, words lists, and materials preparation: A new approach. English Teaching Forum, 17, 24-27.
Gouverneur, C. (2008). The phraseological patterns of high-frequency verbs in advanced English for general purposes: a corpus-driven approach to EFL textbook analysis. In F. Meunier and S. Granger (Eds.), Phraseology in foreign language learning and teaching (pp.223-243). Amsterdam: John Benjamins.
Granger, S. (Ed). (1998). Learner English on computer. London: Longman.
Granger, S. (1998). Prefabricated patterns in advanced EFL writing: collocations and formulae. In A. P. Cowie (Ed.), Phraseology: Theory, analysis, and applications (pp. 145-160). Oxford: Oxford University Press.
Granger, S. (2002). A bird’s-eye view of learner corpus research. In S. Granger, J. Hung, & S. Petch-Tyson (Eds.), Computer learner corpora, second language
acquisition and foreign language teaching (pp. 3-29). Amsterdam: John
Benjamins.
Granger, S. (2009). The contribution of learner corpora to second language acquisition and foreign language teaching: a critical evaluation. In K. Aijmer (Ed.), Corpora and language teaching (pp. 13-32). Amsterdam: John Benjamins.
Granger, S., & Paquot, M. (2009). Lexical verbs in academic discourse: A corpus-driven study of learner use. In M. Charles, D. Pecorari & S. Hunston (Eds.), Academic writing: At the interface of corpus and discourse (pp. 193-214). London: Continuum Intl Publishing Group.
Granath, S. (2009). Who benefits from learning how to use corpora? In K. Aijmer (Ed.), Corpora and language teaching (pp. 47-65). Amsterdam: John Benjamins.
Gries, S. Th. (2009). Quantitative corpus linguistics with R. New York: Routledge.
Hancioğlu, N., Neufeld, S., & Eldridge J. (2008). Through the looking glass and into the land of lexico-grammar. English for Specific Purposes, 27, 459-479.
Handl, S. (2008). Essential collocations for learners of English: the role of collocational direction and weight. In F. Meunier and S. Granger (Eds.), Phraseology in foreign language learning and teaching (pp. 43-66). Amsterdam: John Benjamins.
Hargreaves, P. (2000). Collocation and testing. In M. Lewis (Ed.), Teaching collocation (pp.205-223). Hove, England: Language Teaching.
Hatch, E., & Brown, C. (1995). Vocabulary, semantics, and language education. Cambridge: Cambridge University Press.
Hewings, M. (Ed.). (2006). Academic writing in context. London: Continuum.
Hindmarsh, R. (1980). Cambridge English lexicon. Cambridge: Cambridge University Press.
Hinkel, E. (2002). Second language writers’ text. Retrieved April 10, 2011, from http://taebc.etailer.dpsl.net/home/html/moreinfo.asp?isbn=1410602842.
Hinkel, E. (2004). Teaching academic ESL writing: practical techniques in vocabulary and grammar. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Hoey, M. (2000). A world beyond collocation. In M. Lewis (Ed.), Teaching collocation. (pp. 224-243). Hove, England: Language Teaching Publications.
Hoey, M. (2005). Lexical priming. NY: Routledge.
Hofland, K., & Johansson, S. (1982). Word frequencies in British and American English. Bergen: NAVF.
Housen, A. (2002). A corpus-based study of the L2-acquisition of the English verb system. In S. Granger, J. Hung & S. Petch-Tyson (Eds.), Computer learner corpora, second language acquisition and foreign language teaching (pp. 77-116). Amsterdam: John Benjamins.
Howarth, P. (1998). The phraseology of learners’ academic writing. In A. P. Cowie (Ed.), Theory, analysis, and applications (pp. 161-186). New York: Oxford University Press.
Hsieh, Y.-F. (2010). Vocabulary and collocations in EFL textbooks vs authentic materials: a corpus study. Unpublished thesis. Taipei: National Taipei University of Technology.
Hsu, L.-C. (2004). The effect of lexical collocation instruction on Taiwanese college EFL learners’ listening comprehension. Unpublished thesis. Kaohsiung: National Kaohsiung First University of Science and Technology.
Huang, Y.-C. (2009). Vocabulary learning strategies use and collocational knowledge of Taiwanese university students. Unpublished thesis. Taipei: Taipei Municipal University of Education.
Hunston, S. (2002). Corpora in applied linguistics. Cambridge: Cambridge Univ. Press.
Hwang, K. (1989). Reading newspapers for the improvement of vocabulary and reading skills. Unpublished thesis. Australia: Victoria University of Wellington.
Hwang, K., & Nation, I.S.P. (1995). Where would general service vocabulary stop and special purposes vocabulary begin? System, 23(1), 35-41.
Hyland, K., & Tse, P. (2007). Is there an “academic vocabulary’? TESOL Quarterly, 41(2), 235-253.
Jacoby, S., Leech, D., & Holten, C. (1995). A genre-based developmental writing course for undergraduate ESL science majors. In D. Belcher & G. Braine (Eds.), Academic writing in a second language: essays on research and pedagogy (pp.351-373). Norwood, NJ: Ablex Publishing Corp.
Johns, T. (2006). From evidence to conclusion: the case of ‘indicate that’. In M. Hewings (Ed.), Aca¬demic Writing in Context: Implications and Applications (pp. 55-62). London: Continuum.
Jordan, R. (1997). English for academic purpose. Cambridge: Cambridge Univ. Press.
Kawaguchi, Y., Takagaki, T., Tomimori, N., & Tsuruga, Y. (Eds.). (2007). Corpus-based perspectives in linguistics. Amsterdam: John Benjamins.
Kennedy, G. (2008). Phraseology and language pedagogy: semantic preference associated with English verbs in the British National Corpus. In F. Meunier and S. Granger (Eds.), Phraseology in foreign language learning and teaching (pp. 21-41). Amsterdam: John Benjamins.
Kjellmer, G. (1987). Aspects of English collocation. In W. Meijs (Ed.), Corpus linguistics and beyond (pp. 133-140). Amsterdam: Rodopi.
Krashen, S. D., & Terrell, T. D. (1983). The natural approach: Language acquisition in the classroom. Hayward, CA: Alemany Press.
Krieger, D. (2003). Corpus linguistics: what it is and how it can be applied to teaching. The Internet TESL Journal, 9(3). Retrieved from http://iteslj.org/ Articles/Krieger-Corpus.html.
Lewis, M. (2000). Teaching collocation: Further development in lexical approach. Hove, England: Language Teaching Publications.
Lewis, M. (2002). The lexical approach. Hove, England: Thomson.
Li, Y., & Qian, D. D. (2010). Profiling the academic word list (AWL) in a financial corpus. System,38, 402-411.
Li, C.-C. (2005). A study of collocational error types in ESL/EFL college learners’ writing. Unpublished thesis. Taipei: Ming Chuan University.
Lin, M.-H. (2006). A corpus-based approach to academic vocabulary. Unpublished thesis. Hsinchu: National Chiao Tung University.
Lin, C.-Y. (2007). An analysis of collocation investigation which integrates the corpora and the junior-high school English textbooks: the case of verb-noun collocation. Unpublished thesis. Taipei: Ming Chuan University.
Lin, Y.-P. (2009). Enhancing EFL learners’ English reading proficiency through collocation instruction. English Teaching & Learning, 33(1), 37-71.
Liu, L.-E. (2002). A corpus-based lexical semantic investigation of verb-noun miscollocations in Taiwan learners’English. Unpublished thesis. Taipei: Tamkang University.
Lynn, R. W. (1973). Preparing word lists: a suggested method. RELC Journal, 4(1), 25-32.
Mackin, R. (1978). On collocations: ‘Words shall be known by the company they keep’. In P. Strevens (Ed.), In honour of A.S. Hornby (pp. 149-165). New York: Oxford University Press.
Martinez, I., Beck, S. C., & Panza, C. B. (2009). Academic vocabulary in agriculture research articles: A corpus-based study. English for Specific Purposes, 28, 183-198.
Master, P. (2006). Active verbs with inanimate subjects in scientific research articles. In M. Hewings (Ed.), Academic writing in context (pp. 169-181). London: Continuum.
Mauranen, A. (2006). Descriptions or explanations? Some methodological issues in constrastive rhetoric. In.M. Hewings (Ed.), Academic writing in context (pp. 43-54). London: Continuum.
Meunier, F. & Granger, S. (Eds.). (2008). Phraseology in foreign language learning and teaching. Amsterdam: John Benjamins.
Meyer, C. (2002). English corpus linguistics. Cambridge: Cambridge University Press.
McEnery, T., & Xiao, Z. (2007). Parallel and comparable corpora-the state of play. In Y. Kawaguchi et al. (Eds.), Corpus-based perspectives in linguistics (pp. 131-145). Amsterdam: John Benjamins.
McEnery, T., Xiao, R., & Yukio, Y. (2006). Corpus-based language studies:
an advanced resource book. NY: Routledge.
Moon, R. (1994). The analysis of fixed expressions in text. In R.M. Coulthard (Ed.), Advances in written discourse analysis (pp. 117-135). New York: Routledge.
Moon, R. (1998). Fixed expressions and idioms in English. New York: Oxford University Press.
Mudraya, O. (2006). Engineering English: A lexical frequency instructional model. English for Specific Purposes, 25, 235-256.
Murphy, J., & Kandil, M. (2004). Word-level stress patterns in the academic word list. System, 32, 61-74.
Nation, I. S. P. (1990). Teaching and learning vocabulary. Massachusetts: Newbury House.
Nation, I. S. P. (2001). Teaching and learning vocabulary. Cambridge: Cambridge University Press.
Nation, I. S. P. (2009). Teaching ESL/EFL reading and writing. NY: Routledge.
Nation, I. S. P., & Newton, J. (2009). Teaching ESL/EFL listening and speaking. NY: Routledge.
Nation, P., & Waring, R. (1997). Vocabulary size, text coverage and word list. In N. Schmitt and M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 6-19). Cambridge: Cambridge University Press.
Nesi, H., & Basturkmen, H. (2009). Lexical bundles and discourse signaling in academic lectures. Amsterdam: John Benjamins.
Nesselhauf, N. (2004a). Learner corpora and their potential for language teaching. In J. Sinclair (Ed.), How to use corpora in language teaching (pp. 125-152). Amsterdam: John Benjamins.
Nesselhauf, N. (2004b). Collocations in a learner corpus. Amsterdam: John Benjamins.
Oakey, D. (2007). Academic vocabulary in academic discourse: the phraseological behaviour of EVALUATION in economics research articles. In E.Tognini-Bonelli & G. Del Lungo Camiciotti (Eds), Strategies in Academic Discourse (pp. 169-183). Amsterdam: John Benjamins.
Orliac, B. (2008). Extracting specialized collocations using lexical functions. In S. Granger & F. Meunier (Eds.), Phraseology: an interdisciplinary perspective (pp. 378-390). Amsterdam: John Benjamins
Osborne, J. (2008). Phraseology effects as a trigger for errors in L2 English: the case of more advanced learners. In F. Meunier & S. Granger (Eds.), Phraseology in foreign language learning and teaching (pp. 67-83). Amsterdam: John Benjamins.
Paltridge, B. (1994). Genre analysis and the identification of textual boundaries. Applied Linguistics, 15(3), 288-299.
Pamies, A., & Pazos, J. M. (2008). Combined statistical and grammatical criteria for retrieval of phrseological units in an electronic corpus. In S. Granger & F. Meunier (Eds.), Phraseology: an interdisciplinary perspective (pp. 391-406). Amsterdam: John Benjamins.
Paquot, M. (2008). Exemplification in learner writing: a cross-linguistic perspective. In F. Meunier & S. Granger (Eds.), Phraseology in foreign language learning and teaching (pp. 101-119). Amsterdam: John Benjamins.
Paquot, M. (2010). Academic vocabulary in learner writing. London: Continuum.
Pecman, M.(2008). Compilation, formalization and presentation of bilingual phraseology: problems and possible solutions. In F. Meunier & S. Granger (Eds.), Phraseology in foreign language learning and teaching (pp. 203-222). Amsterdam: John Benjamins.
Praninskas, J. (1972). American university word list. London: Longman.
Pullum, G. K. (2010). The truth about English grammar: rarely pure and never simple. In T. E. Kao. & Y. F. Lin (Eds.), A new look at language teaching and testing: English as subject and vehicle. Taipei: The Language Training & Testing Center.
Richards, J.C. (1970). A psycholinguistics measure of vocabulary selection. IRAI, 8(2), 87-102.
Richards, J.C. (1976). The role of vocabulary teaching. TESOL QUARTERLY, 10(1), 77-89.
Rus, V., McCarthy, P. M., Graesser, A. C., Lintean, M. C., & McNamara D. S. (2007). Assessing student self-explanations in an intelligent tutoring system. Retrieved January 14, 2012 from http://csjarchive.cogsci.rpi.edu/Proceedings/2007/docs/p623.pdf
Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmidt & M. McCarthy (Eds.), Vocabulary, description, acquisition and pedagogy (pp. 199-227). Cambridge: Cambridge University Press.
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.
Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. NY: Palgrave Macmillan.
Schmitt, N. & McCarthy, M. (1997). Vocabulary: Description, acquisition and pedagogy. Cambridge: Cambridge University Press.
Schmitt, N. & Zimmerman, C. B. (2002). Derivative word forms: what do learners know? TESOL Quarterly, 36(2), 145-171.
Scott, M. (1997). PC analysis of keywords—and key key words. System 25(1), 1-13.
Shaw, P. (2004). The development of Swedish university students’ written English, apropriacy, scope and coherence. In T. Caudery (Ed.), Proceedings of the NAES Conference May 2004. Retrieved September 30, 2011, from http://su -se.academia.edu/PhilipShaw Papers/157357/
The_development_of_Swedish_university_students_written_English_appropriacy_scope_and_coherence
Shaw, P. (2009). Linking adverbials in student and professional writing in literary studies: what makes writing mature. In M. Charles, D. Pecorari & S. Hunston (Eds.), Academic writing: at the interface of corpus and discourse (pp. 215-235). London: Continuum International Publishing Group.
Sinclair, J. (1991). Corpus, concordance, collocation. Oxford: Oxford University Press.
Sinclair, J. (1998). “The Lexical Item”. In E. Weigand(Ed.), Contrastive lexical semantics: Current issues in linguistic theory (pp. 1-24). Amsterdam: John Benjamins.
Sinclair, J. (2004). How to use corpora in language teaching. Amsterdam: John Benjamins.
Sinclair, J. (2007). Essential corpus linguistics. London: Routledge.
Sökmen, A. J. (1996). Current trends in teaching second language vocabulary, In N. Schmidt & M. McCarthy (Eds.), Vocabulary, description, acquisition and pedagogy (pp. 237-257). Cambridge: Cambridge University Press.
Stubbs, M. (2001). Words and phrases: corpus studies of lexical semantics. Oxford: Malden.
Suzuki, A., & Umino, T. (2007). Corpus-based analysis of lexical errors of advanced Japanese learners. In Y. Kawaguchi, T. Takagaki, N. Tomimori & Y. Tsuruga (Eds.), Corpus-based perspectives in linguistics. Amsterdam: John Benjamins.
Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.
Tang, Y.-T. (2003). A Study of the collocation errors in the oral and written production of the college students in Taiwan. Unpublished thesis. Taipei: National Normal University.
Teliya, V., Bragina, N., Oparina, E., & Sandomirskyay, I. (1998).
Phraseology as a language of culture: Its role in the representation of a collective mentality. In A. P. Cowie (Ed.), Phraseology: Theory, analysis and applications (pp. 161-186). New York: Oxford University Press.
Thornbury, S. (2005). Beyond the sentence: Introducing discourse analysis. Oxford: Macmillan.
Ultralingua, Inc. (2011). About John Sinclair, Retrieved October 30, 2010 from http://mycobuild.com/about-john-sinclair.aspx.
Vongpumivitch, V., Huang , J. Y., & Chang, Y. C. (2009). Frequency analysis of the words in the academic word list(AWL) and non-AWL content words in applied linguistics research papers. English for Specific Purposes, 28, 33-41.
Wang, J.-H. (2006). A corpus study of verb-noun lexical collocations in senior high school English textbooks in Taiwan. Unpublished thesis. Kaohsiung: National Kaohsiung First University of Science and Technology.
Wei, F.-F. (2009). An analysis of the use of phrasal verbs in English academic writing. Unpublished thesis. Taipei: Taiwan Normal University.
West, M. (1953). A general service list of English. London: Longman, Green and Co.
Wible, D. (2008). Multiword expressions and the digital turn. In F. Meunier and S. Granger (Eds.), Phraseology in foreign language learning and teaching (pp. 163-181). Amsterdam: John Benjamins.
Wray, A., & Fitzpatrick, T. (2008). Why can’t you just leave it alone? Deviations from memorized language as a gauge of nativelike competence. In F. Meunier and S. Granger (Eds.), Phraseology in foreign language learning and teaching (pp. 123-147). Amsterdam: John Benjamins.
Wu, L.-H. (2004). A study of English verb-noun collocational knowledge of technological university English majors in Taiwan. Unpublished thesis.
Kaohsiung: National Kaohsiung First University of Science and Technology.
Xue, G., & Nation, I. S. P. (1984). A university word list. Language Learning and Communication, 3, 215-229.
Yakhontova, T. (2006). Cultural and disciplinary variation in academic discourse: The issue of influencing factors. Journal of English for Academic Purposes, 5, 153-167.
Zhuang, L.-X. (2011). Improving Taiwanese students’ English writing in verbs, sentences and compositions by using corpus-derived materials. Unpublished thesis. Hsinchu: Tsing Hua University.