English "in the Context of" European Integration: A Corpus-Driven Analysis of Lexical Bundles in English EU Documents

Autor/in	Jablonkai, Reka
Titel	English "in the Context of" European Integration: A Corpus-Driven Analysis of Lexical Bundles in English EU Documents
Quelle	In: English for Specific Purposes, 29 (2010) 4, S.253-267 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0889-4906
DOI	10.1016/j.esp.2010.04.006
Schlagwörter	Foreign Countries; Textbooks; Second Language Instruction; Academic Discourse; Instructional Design; Computational Linguistics; English for Special Purposes; Organizational Communication; Government (Administrative Body); Curriculum Development; Word Frequency; Discourse Analysis; Content Analysis + Suchen Sie Ihr Suchwort? Ausland; Textbook; Text book; Schulbuch; Lehrbuch; Fremdsprachenunterricht; Discourse; Diskurs; Lesson concept; Lessonplan; Unterrichtsentwurf; Linguistics; Computerlinguistik; Government; Regierung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Word analysis; Frequency; Wortanalyse; Häufigkeit; Diskursanalyse; Inhaltsanalyse
Abstract	This study extends research into the use of English as a lingua franca in the European context by investigating the most frequent word combinations in English documents issued by EU institutions. As there is little research on the use of the English language within the European Union for ESP pedagogic purposes, as part of a larger scale analysis, the aim of this study is to explore the structures and functions of lexical bundles in English EU texts, and to draw conclusions regarding their relevance for language courses on English for EU purposes. Findings suggest that the structural and functional classification of EU lexical bundles show similarities with the language of university textbooks and academic prose in general. However, written English EU discourse applies lexical bundles in higher frequencies, which suggests that a fairly large proportion of EU texts are made up of formulaic patterns. The pedagogical implications of this study highlight the importance of explicit instruction in this type of word combination in courses on English for EU purposes. (Contains 4 figures and 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10