{"product_id":"teaching-english-with-corpora-9781032252971","title":"Teaching English with Corpora","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003ci\u003e\u003c\/i\u003e\u003cp\u003eTeaching English with Corpora is an accessible and practical introduction to the ways in which online and offline corpora can be used in English language teaching (ELT).  \u003c\/p\u003e\u003cp\u003eFeaturing 70 chapters written by an international range of researchers and practitioners, this book: \u003c\/p\u003e\u003cp\u003e provides readers with clear, tested examples of corpus-based\/driven lesson plans;\u003c\/p\u003e\u003cp\u003e contains activities relevant to English for general purposes and English for specific purposes;\u003c\/p\u003e\u003cp\u003e caters for the needs of English language teachers working with learners at different proficiency levels;\u003c\/p\u003e\u003cp\u003e features flexible teaching suggestions that can be explored as part of a lesson or as a full lesson.                             \u003c\/p\u003e\u003cp\u003eThis book is an essential purchase for pre- and in-service English language teachers as well as those studying corpus linguistics in undergraduate\/Master's courses in applied linguistics, ELT and Teaching English to Speakers of Other Languages (TESOL).\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\"This book does a really admirable job of bridging the gap between theory and practice in computer-aided language learning. It is unique in providing not just a wide range of practical and motivating activities, but also a clear and accessible rationale for each activity. Crucially, this means that readers are equipped with both a set of ideas they can implement immediately and a set of sound principles they can use to design their own activities. Books like this, which foster principled practice, are all too few, and I thoroughly recommend this volume for teachers and teacher educators who would like to gain practical and theoretical understanding of this field.\" – Prof Ivor Timmis, Leeds Beckett University.\u003c\/p\u003e\u003cp\u003e\"This volume is a treasure trove of activities ready for classroom use. Corpus activities are presented in a teacher-friendly, easy to use manner, with topics ranging from General English to English for specific purposes for a variety of levels. A must have for any teacher interested in using corpus resources in their classroom.\" – Prof Randi Reppen, Northern Arizona University.\u003c\/p\u003e\u003cp\u003e\"English language teachers have been waiting a long time for a book like this. It is a wide-ranging and practical resource book that will give teachers so many ideas for using corpora in the classroom in a step-by-step way. This book really will bring corpora into the classroom.\" – Dr Anne O’Keeffe, Mary Immaculate College, University of Limerick.\u003c\/p\u003e\u003cp\u003e\"Corpora have revolutionised research in language and linguistics over the past 50 years, but also have much to offer in practical everyday aspects of language teaching. Teachers do not need to be corpus linguists to benefit from corpus tools in preparing their own materials and activities, but a general awareness of the potential of corpora and their uses should form a substantial part of any language teacher training programme. This book fills a long-standing need for simple, accessible, relevant and inspirational activities that can be used ready-made (many with online handouts) via a step-by-step outline of procedures, or inspire similar activities on related language points.\u003c\/p\u003e\u003cp\u003eBased on the contributors’ varied experiences and designed with the teacher firmly in mind, each of the 70 chapters is short (usually 3 to 5 pages) and self-contained, and can be dipped into at any point for teaching English for general or specific purposes. And dipping into it is certainly worthwhile, as the range of activities reveals the breathtaking potential of corpora to impact so many different dimensions of language teaching and learning. It soon becomes clear that corpora can help far beyond the obvious vocabulary and lexicogrammar, extending into pragmatics, discourse and pronunciation for all the skills, as well as topic-related content, from selecting level-appropriate texts and authentic examples in different registers or disciplines, to creating stimulating activities for teaching and learning, revising and self-correcting, and so on.\u003c\/p\u003e\u003cp\u003eI was enthusiastic about this book when I saw the title and aims, more so when I read the list of contributors and then the thoughtful introduction (a chapter in its own right to set the scene and rationale before outlining the book), and finally thrilled when I actually opened the chapters! Some classic activity types alongside so many ideas I would never have thought of, some tools that were new to me and new uses of familiar ones (all of which seem to be freely available), even subverting some non-corpus tools such as Google Scholar. If I were a literary critic, I’d be using phrases like ‘staggering tour de force’; suffice to say that I’ll be getting several copies ordered.\" – Prof Alex Boulton, ATILF – CNRS \u0026amp; Université de Lorraine.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eTable of contents\u003c\/p\u003e\u003cp\u003eList of figures\u003c\/p\u003e\u003cp\u003eList of tables\u003c\/p\u003e\u003cp\u003eList of abbreviations\u003c\/p\u003e\u003cp\u003eList of appendices\u003c\/p\u003e\u003cp\u003eAcknowledgements\u003c\/p\u003e\u003cp\u003eAt-a-glance chapter taxonomy\u003c\/p\u003e\u003cp\u003eIntroduction\u003c\/p\u003e\u003cp\u003eCorpora in and for TESOL\u003c\/p\u003e\u003cp\u003eVander Viana\u003c\/p\u003e\u003cp\u003ePart A: English for General Purposes\u003c\/p\u003e\u003col\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eUsing concordance lines to teach participial adjectives\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eSean Sutherland\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eStarting out with phrasal verbs\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eRosie Harvey \u0026amp; Irene Marín Cervantes\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eTeaching collocations with ‘Survey Says’\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eRobin Sulkosky\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003e \u003cem\u003eA\u003c\/em\u003e \u003cem\u003egrand problem\u003c\/em\u003e and \u003cem\u003ea jolly solution\u003c\/em\u003e: Unmasking false friends with corpus analysis\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eNatalie Finlayson\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eRaising awareness of first-language interference using parallel corpora of subtitles\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eElen Le Foll\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eIf you speak English, take one step forward: Teaching conditionals through kinesthetic activities\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eRiah Werner\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003ePreposition repair: Empowering learners to fix their errors\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eAmy Tate\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eKWIC searches for quick answers: Solving word choice problems\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003ePamela Everly\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eShe said she told him: Patterning in reported speech\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eMichael H. Brown\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eUsing VocabProfilers to select texts for extensive reading activities\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eThi Ngoc Yen Dang\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eTalking about the weather: Exploring adjective use with Sketch Engine for Language Learning\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eJohn Williams\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eFood talks: Using corpus data to link cooking methods with types of food\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eVander Viana\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eProfiling \u003ci\u003elet\u003c\/i\u003e and \u003ci\u003emake\u003c\/i\u003e with the Corpus of Contemporary American English\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eBen Naismith\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eCorpus exploration of phrasal and Latinate verbs\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eEric Nicaise\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eMinimal prep quizzes: Using online corpora to foster vocabulary learning\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eNick Canning\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eHelping learners identify high-frequency words\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eShoaziz Sharakhimov \u0026amp; Ulugbek Nurmukhamedov\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eWriting online reviews\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eNatalia Mora-López\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eExploring similes in corpus data\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eNatalie Finlayson\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eExploring register variation in the use of indefinite pronouns\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eIrina Pandarova\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eUsing corpora to explore varieties of English\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eNatalie Finlayson\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eSearching for frequent words for pronunciation activities\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eRoger W. Gee\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eAbstract nouns in picture descriptions\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eTomáš Mach\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eTell me what your collocates are and I will tell you who you are\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eTülay Dixon \u0026amp; Daniel Dixon\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eI feel kinda blah! Investigating language use in blogs\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eMaristella Gatto\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eI see what you mean: Exploring figurative uses of language\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eSally Zacharias \u0026amp; Jane Evison\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003e \u003cem\u003eI was able to learn a new point\u003c\/em\u003e: Examining the difference between \u003ci\u003ecould\u003c\/i\u003e and \u003ci\u003ewas\/were able to\u003c\/i\u003e \u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003eMartha Michieka \u0026amp; Theresa McGarry\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eLearning about words in use with StringNet Navigator\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eAnastasiia Kryzhanivska\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eInvestigating adverbials in British English: \u003ci\u003eAlthough\u003c\/i\u003e vs. \u003ci\u003ethough\u003c\/i\u003e in spoken and written language\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eLu Lu\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eUsing Voyant Tools to enhance learners’ reflections on their writing\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eNausica Marcos Miguel\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eGender equality in the TESOL classroom: Exploring news stories from around the world\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eVander Viana\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003ePhrasal verbs in use: Investigating meaning and form\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eVander Viana\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eKeywords in amateur online film reviews\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eChad Langford \u0026amp; Joshua Albair\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eFormulaic language in amateur online film reviews\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eChad Langford \u0026amp; Joshua Albair\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eExploring semantic prosody with trainee teachers\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eJenny Kemp \u0026amp; Luke Timms\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eA smile which melted her heart: Exploring metaphors in English corpora\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eWendy Anderson\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eSmall words? Discourse markers in spoken language\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eLoretta Fung\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eI’m so sorry: Intensification in American English across time\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eAnne Barron\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eThanking and responding to \u003ci\u003ethanks\u003c\/i\u003e in American English: Language patterning and contextual appropriateness\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eAnne Barron\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eWhilst I do not object, I strongly believe... Exploring spoken argumentative and persuasive discourse\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eElen Le Foll\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eRegister variation in newspapers: Working with multidimensional analysis in English language teacher education\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eVander Viana\u003c\/p\u003e \u003cb\u003e \u003c\/b\u003e\u003cp\u003ePart B: English for Specific Purposes\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eExploring terms in English for specific purposes\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eNicole Brun-Mercer\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eTeaching verbs using learner-compiled corpora\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003ePeter Dye\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eIs there a better choice? Verb-noun combinations in academic writing\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eValdenia Almeida, Barbara Malveira Orfanò \u0026amp; Deise Dutra\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eProblem and solution markers: Exploring lexical combinations\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eEman Elturki\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eCloze exercises for mixed-ability groups: Using the Academic Word List Gapmaker\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eLoretta Fung\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eSignaling transitions in academic writing\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eNicole Brun-Mercer\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eBoosting your message: Using adverbs for impact in business writing\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eLinda Slattery, Catherine Prewett-Schrempf, Andrew Pullen \u0026amp; Matthew Urmston\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eUsing the British National Corpus to teach phrases from spoken and academic English\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003ePaweł Szudarski\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eUsing keyness to teach about academic speaking\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eMichael Suhan \u0026amp; Kyle Lucas\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eTeaching small-group academic discussions\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eValeriia Bogorevich \u0026amp; Elnaz Kia\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eWhich words should I look up? Identifying unknown high-frequency words in English for academic purposes\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eJenny Kemp \u0026amp; Laurence Anthony\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eReflecting and acting on academic vocabulary use\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eKatie Mitchell Burrows\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eWhich verb should I use? Disciplinary variation in reporting verbs\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eJoseph J. Lee\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eUsing Google Scholar to support lexical choices in English for academic purposes\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eUlugbek Nurmukhamedov \u0026amp; Randall Sadler\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eExploring collocations in the Corpus of Contemporary American English\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eSharon Hartle\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eHow can I be more specific in my writing? Exploring relative pronouns in English for academic purposes\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eJenny Kemp \u0026amp; Laurence Anthony\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eDon’t write like that! Avoiding contractions in academic writing\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eMegan Bruce\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eClimate change or global warming? Analyzing, interpreting and reporting findings\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eRobert Poole\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eResearch findings for all: Popular science communication on global challenges\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eLuciano Franco \u0026amp; Vander Viana\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eExploring the speech act of confirming\/verifying information in the Michigan Corpus of Academic Spoken English\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eIldiko Porter-Szucs\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eIdentifying noun–verb patterns in scientific abstracts\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eMónica Rodríguez-Castro \u0026amp; Spencer Salas\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eUsing a concordancer to teach how to write about results\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eTatyana Karpenko-Seccombe\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eUsing corpora to explore vocabulary for writing conclusions\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eTatyana Karpenko-Seccombe\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eFinding your academic voice: Use of nominalizations in academic writing\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eMegan Bruce\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eInvestigating complex noun–noun modification in academic prose\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eSabrina Fusari\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eExploring adverbs for cohesion and critical voice\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eAndrew Drummond\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eExploring discipline-specific and paper-specific vocabulary\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eAnastasiia Kryzhanivska\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eLanguage patterns and rhetorical moves in research papers\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eEman Elturki\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eInvestigating references to a celebrity in a do-it-yourself obituary corpus\u003c\/li\u003e\n\u003cli\u003e\n\u003ci\u003e \u003c\/i\u003e\u003cp\u003eRudy Loock\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eThanking politely and saying no gracefully to business invitations\u003c\/li\u003e\n\u003c\/ol\u003e\u003cp\u003e Lisa Leopold\u003c\/p\u003e\u003cp\u003eAbout the contributors\u003c\/p\u003e\u003cp\u003eIndex\u003c\/p\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":51018927112535,"sku":"9781032252971","price":33.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781032252971.jpg?v=1750778692","url":"https:\/\/bookcurl.com\/products\/teaching-english-with-corpora-9781032252971","provider":"Book Curl","version":"1.0","type":"link"}