Register Analysis of Korean Degree Adverbs and their Hedgeness

2021 ◽  
Vol 60 ◽  
pp. 115-131
Author(s):  
Youra Lee
Keyword(s):  
Register Analysis ◽  
Degree Adverbs

Exploring register with The Prime Machine

2021 ◽  
Author(s):  
Stephen Jeaco
Keyword(s):  
Machine Translation ◽  
Social Factors ◽  
Language Choice ◽  
Corpus Analysis ◽  
Source Information ◽  
Professional Work ◽  
Contextual Features ◽  
Postgraduate Studies ◽  
Register Analysis ◽  
Do It Yourself

Abstract Corpus approaches underpin a range of postgraduate studies and professional work in language, linguistics, translation and beyond. Awareness of the influences of contextual features on language choice is important for many activities: exploring new text varieties; finding relationships between social factors and language patterning; considering choices for post-editing machine translation; and understanding the very nature of language. Work on register relies on corpus methods, but more support and direction could be offered to help undergraduates gain earlier insights into the power of such corpus analysis. This paper introduces some ways register differences can be revealed through The Prime Machine corpus tool (Jeaco 2017a) and describes the design of a practically-oriented undergraduate module which uses this concordancer. Software features include the organization of texts and presentation of source information for readymade corpora, and methods which can be used to reveal useful starting points for register analysis of do-it-yourself corpora.

A Genre-Register Analysis of a Tourism Brochure Written by Students in an EMI University Context

2018 ◽  
pp. 246-263
Author(s):  
María del Mar Sánchez Pérez ◽  
María Enriqueta Cortés de los Ríos
Keyword(s):  
Higher Education ◽  
University Students ◽  
Rating Scale ◽  
Native Language ◽  
Explicit Teaching ◽  
Text Genre ◽  
English Medium Instruction ◽  
Register Analysis ◽  
Specialized Texts ◽  
University Classrooms

Research conducted at university level reveals that students usually have difficulties in performing cognitive and discursive operations involved in the production of academic and specialized texts, which aggravate when these activities are developed in non-native language. The purpose of this chapter is to analyze a tourism brochure written by students in an English-Medium Instruction (EMI) higher education context from a combined genre-register approach. Particularly, it aims to examine the students' main strengths and weaknesses when writing this particular text genre. A compilation of 37 tourism brochures written in English by Spanish university students is analyzed qualitatively according to an analytic rating scale inspired by Friedl and Auer (2007). Results show that students perform better in terms of register, whereas significant deficiencies regarding genre and discourse are found. This reveals that explicit teaching of discourse and genre issues in university classrooms is necessary in order to help students produce higher-quality specialized texts.

scholarly journals Comprehension of degree modifiers by pre-school children: What does it mean to be ‘a bit cold’?

2014 ◽  
Vol 48 (1) ◽  
pp. 255-276 ◽  
Author(s):  
Elena Tribushinina
Keyword(s):  
Primary School ◽  
School Children ◽  
Time Course ◽  
Spontaneous Speech ◽  
Production Studies ◽  
Young Infants ◽  
Poor Comprehenders ◽  
Degree Modifiers ◽  
Degree Adverbs

Abstract Although even young infants were shown to have some understanding of (adjectival) scalarity, studies of children’s spontaneous speech suggest that the acquisition of scalar semantics may not yet be completed by the time children enter primary school. In the present study, this hypothesis is tested by investigating the comprehension of diminishers (‘a bit’) and consequential degree modifiers (‘too’) modifying relative adjectives (long, warm) in a group of 5-year-old Dutch-speaking children. Based on earlier production studies, it is hypothesized that by age 6 children are adult-like in their comprehension of ‘too’ and not yet target-like in the comprehension of ‘a bit’ modifying relative adjectives. The results of the comprehension experiment demonstrate that some children have already acquired the semantics of both ‘too’ and ‘a bit’, whereas others still have trouble understanding combinations of relative adjectives with each of these degree adverbs. Furthermore, poor comprehenders need more time to process sentences with ‘a bit’ compared to the same sentences with ‘too’, presumably revealing a greater conceptual complexity of diminishers. These findings are consistent with the idea that the acquisition of scalarity has a protracted time course

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