Publication at Faculty of Education |
2019
Abstract
The paper focuses on the phraseology of academic written English. It combines contrastive analysis and learner corpus research to explore phraseology in English academic texts written by English and advanced Czech university students.
The corpus-driven approach takes frequency lists (e.g. overuse of a restricted repertoire of conjuncts in L2 EAP), keywords (and patterns comprising them, e.g. can be seen) and lexical bundles (e.g. on the other hand) as its starting points to reveal areas in which phraseology distinguishes native speakers of English from learners on the one hand, and novice writers (whether L1 or L2) from experienced academic writers on the other.