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Arguments in favour of authentic and fabricated suicide notes as indistinguishable textsGrundlingh, Lezandra 06 1900 (has links)
Analyses of suicide notes have been conducted from varied perspectives in both linguistics and
psychology. Not only have these studies added considerable value to the study of suicide, but they
have also enriched the field of forensic linguistics. By analysing suicide notes, researchers are able
to speculate about the state of mind of a suicidal individual from a psychological perspective, as
well as gain insights into the characteristics of this genre from a linguistic perspective. Studies of
suicide notes that are most relevant to forensic linguistics are those that compare authentic and
fabricated suicide notes to determine whether these types of suicide notes may be distinguished
from one another. Although the literature on suicide notes includes multiple studies that consider
the differences between authentic and fabricated suicide notes, none seems to consider the fact that
there might not be distinct differences between these types of suicide notes. Past studies also do
not seem to consider that it might not be possible to determine whether a single suicide note is
authentic or not. The present study fills this gap by considering authentic and fabricated suicide
notes as indistinguishable texts. In this study, appraisal theory is used as the main theory of
linguistic analysis to prove that authentic and fabricated suicide notes do not have distinct
linguistic characteristics that can be used to differentiate them and that aiming to authenticate
suicide notes might be a very risky and problematic undertaking. The results indicate that based
on the theories and methods discussed in this thesis, it is not possible to successfully distinguish
between authentic and fabricated suicide notes. It appears that, overall, the suicide notes included
here would be more suited to analyses aimed at determining authorship identification or
verification than analyses aimed at authenticating suicide notes. Accordingly, the study contributes
not only to research concerned with the analysis of suicide notes but also to that concerned with
forensic linguistics. Furthermore, the study includes analyses of South African suicide notes, and
specifically Afrikaans suicide notes, which has not been attempted in previous research. / Tshekatsheko ya mangwalo ao a ngwadilwego ke batho ba go ipolaya e dirilwe go tswa mahlakoreng ao a fapanego ka go bobedi dithutapolelo le dithutamahlale tsa menagano. Dinyakisiso tse ga se tsa oketsa boleng bjo bogolo fela go dinyakisiso ka ga ditiragalo tsa go ipolaya, eupsa di humisitse gape lekala la dithutapolelo tsa mabapi le batho bao ba ipolailego. Ka go sekaseka mangwalo ao a ngwadilwego ke batho ba go ipolaya, banyakisisi gape ba kgona go akanya mabapi le seemo sa monagano sa motho yo a ipolailego ka lehlakoreng la tsa menagano, gammogo le go hwetsa tsebo mabapi le dipharologantshi tsa mohuta wo wa sengwalwa ka lehlakoreng la dithutapolelo. Dinyakisiso tsa mabapi le mangwalo ao a ngwadilwego ke batho ba go ipolaya tseo di nyalelanago kudu le dithutapolelo tsa mabapi le batho ba go ipolaya ke tseo di bapetsago mangwalo a go ipolaya a makgonthe le a bofora go tseba ge eba mehuta ye ya mangwalo a batho ba go ipolaya a ka faralogantshwa le a mangwe. Le ge e le gore dingwalwa tsa mabapi le mangwalo ao a ngwadilwego ke batho ba go ipolaya di akaretsa dinyakisiso tse ntsi tseo di hlokometsego go fapana magareng ga mangwalo a batho ba go ipolaya a makgonthe le a bofora, ga go seo se hlokometsego ntlha ya gore go ka no se be le diphapano magareng ga mehuta ye ya mangwalo ao a ngwadilwego ke batho ba go ipolaya. Dinyakisiso tse di dirilwego mo nakong ye e fetilego le tsona di bonala di sa hlokomele ntlha ya gore go ka no se kgonagale go tseba ge eba lengwalo le tee leo le ngwadilwego ke motho wa go ipolaya ke la makgonthe goba aowa. Dinyakisiso tse di tlatsa sekgoba se ka go bona mangwalo ao a ngwadilwego ke batho ba go ipolaya a makgonthe le a bofora bjalo ka dingwalwa tseo di ka farologanywago. Ka mo dinyakisisong tse, teori ya go utolla tshekatsheko ya maikutlo e a somiswa bjalo ka teori ye kgolo ya go sekaseka polelo ka nepo ya go laetsa gore mangwalo ao a ngwadilwego ke batho ba go ipolaya a makgonthe le a bofora ga a na le dipharologantshi tse di bonagalago tse di ka somiswago go a farologanya le gore go ikemisetsa go dira gore mangwalo ao a ngwadilwego ke batho ba go ipolaya ke a makgonthe go ka ba mosomo o kotsi kudu le wo o nago le mathata. Dipoelo di laetsa gore go ya ka diteori le mekgwa ye e ahlaahlwago ka mo thesesing ye, ga go kgonagale go farologanya ka katlego phapano magareng ga mangwalo ao a ngwadilwego ke batho ba go ipolaya a makgonthe le a bofora. Go bonala gore, ka kakaretso, mangwalo ao a ngwadilwego ke batho ba go ipolaya ao a akareditswego ka mo a tla lokela kudu go tshekatsheko ye e ikemiseditsego go tseba motho yo a ngwadilego lengwalo la go ipolaya goba tiisetso go feta tshekatsheko ye e ikemiseditsego go tiisetsa gore mangwalo ao a mabapi le go ipolaya a ngwadilwe ke bomang. Ka se, dinyakisiso ga di tsenye letsogo fela go dinyakisiso tsa mabapi le tshekatsheko ya mangwalo ao a ngwadilwego ke batho ba go ipolaya, eupsa gape mabapi le dithutapolelo tsa mabapi le batho bao ba ipolailego. Godimo ga fao, dinyakisiso di akaretsa tshekatsheko ya mangwalo ao a ngwadilwego ke batho ba go ipolaya ka mo Afrika Borwa, gomme kudukudu mangwalo a go ngwalwa ka Seafrikantshe a batho bao ba ipolailego, e lego seo se sego sa dirwa ka dinyakisisong tse di fetilego. / Ukuhlaziywa kwamanothi ezehlakalo zokuzikhunga/zokuzibulala kudala kwenziwa
ngokwemiqondo eyehlukahlukene ngezindlela ezimbili ngokwelingwistiki nangokwengqondo.
Izifundo zocwaningo azikhulisanga kuphela ukubaluleka kocwaningo olumayelana
nokuzikhunga kuphela, kodwa ziphinde zanothisa umkhakha weforensiki yelingwistiki.
Ngokuhlaziya amanothi amayelana nocwaningo, abacwaningi bayakwazi ukwenza umhlahlo
ngesimo somqondo womuntu ozikhungayo ngokomqondo wezengqondo, kanye nangokuzuza
ulwazi olumayelana nezimpawu zalo mkhakha ngokomqondo welingwistiki. Izimfundo
ezimayelana namanothi ashiywa ngabantu abazibulalayo ahlobene kakhulu neforensiki
yelingwistiki yilawo aqhathanisa amanothi okuzibulala oqobo nalawo angamanothimbumbulu,
ukucacisa kahle ukuthi mhlawumbe lezi zinhlobo zamanothi angahlukaniswa kwamanye. Yize
umbhalo wobuciko omayelana namanothi okuzibulala axuba izimfundo zocwaningo eziningi
ezigxile kwimehluko ephakathi kwamanothi okuzibulala oqobo nalawo okuzakhela/ambumbulu,
akhekho obheka udaba lokuthi kungahle kungabi khona umehluko ogqamile phakathi kwalezi
zinhlobo zamanothi okuzibulala. Izimfundo zocwaningo zesikhathi esedlule nazo azilubheki
udaba lokuthi angekhe kwenzeka ukuthi kutholakale ukuthi mhlawumbe inothi lokuzibulala
ngabe elangempela noma yinothimbumbulu. Isifundo samanje sivala lesi sikhala ngokuthatha
amanothi angempela namanothimbumbulu njengemibhalo engahlukaniseki. Kulesi sifundo
socwaningo, ithiyori yokuhlola isetshenziswe njengethiyori eyinsika yokuhlaziya ilingwistiki
ukukhombisa ukuthi amanothi okuzibulala angempela nalawo okuzakhela akanazo izimpawu
ezibaphawulekayo ezingasetshenziswa ukuwehlukanisa kanti lokho kuqonde ukuqinisekisa
ukuthi amanothi okuzibulala kungenzeka abe wumsebenzi onobungozi obukhulu kanye nenkinga
enkulu. Imiphumela ikhombisa ukuthi ngokwamathiyori nangezindlela ezixoxwe kule thiyori,
kunzima ukuphumelela uthole umehluko phakathi mwamanothi angempela nalawo ambumbulu.
Ngaphezu kwalokho, kuyakhombisa ukuthi, amanothi okuzibulala aqukethwe lapha
azohambisana kakhulu nolwazi oluhlaziyiwe oluqonde ukuthola umnini wenothi noma
ukuqinisekisa kunolwazi oluhlaziyiwe oluhlose ukuqinisekisa umbhali wamanothi okuzibulala.
Ngokosiko lwakhona, isifundo asifakanga kuphela igalelo kucwaningo kuphela ngokuhlaziya
amanothi okuzibulala, kanti lokho futhi kumayelana neforensiki yelingwistiki. Ngaphezu
kwalokho, ucwaningo luqukethe ulwazi oluhlaziyiwe lwamanothi okuzibulala eNingizimu
Afrika, ikakhulu amanothi okuzibulala abhalwe ngesiBhunu, angakazwe alokothwe kucwaningo
lwesikhathi esedlule. / Linguistics and Modern Languages / Ph. D. (Forensic Linguistics)
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Implementing a distributed approach for speech resource and system development / Nkadimeng Raymond MolapoMolapo, Nkadimeng Raymond January 2014 (has links)
The range of applications for high-quality automatic speech recognition (ASR) systems has grown
dramatically with the advent of smart phones, in which speech recognition can greatly enhance the
user experience. Currently, the languages with extensive ASR support on these devices are languages
that have thousands of hours of transcribed speech corpora already collected. Developing a speech
system for such a language is made simpler because extensive resources already exist. However for
languages that are not as prominent, the process is more difficult. Many obstacles such as reliability
and cost have hampered progress in this regard, and various separate tools for every stage of the
development process have been developed to overcome these difficulties.
Developing a system that is able to combine these identified partial solutions, involves customising
existing tools and developing new ones to interface the overall end-to-end process. This work documents
the integration of several tools to enable the end-to-end development of an Automatic Speech
Recognition system in a typical under-resourced language. Google App Engine is employed as the
core environment for data verification, storage and distribution, and used in conjunction with existing
tools for gathering text data and for speech data recording. We analyse the data acquired by each of
the tools and develop an ASR system in Shona, an important under-resourced language of Southern
Africa. Although unexpected logistical problems complicated the process, we were able to collect
a useable Shona speech corpus, and develop the first Automatic Speech Recognition system in that
language. / MIng (Computer and Electronic Engineering), North-West University, Potchefstroom Campus, 2014
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Implementing a distributed approach for speech resource and system development / Nkadimeng Raymond MolapoMolapo, Nkadimeng Raymond January 2014 (has links)
The range of applications for high-quality automatic speech recognition (ASR) systems has grown
dramatically with the advent of smart phones, in which speech recognition can greatly enhance the
user experience. Currently, the languages with extensive ASR support on these devices are languages
that have thousands of hours of transcribed speech corpora already collected. Developing a speech
system for such a language is made simpler because extensive resources already exist. However for
languages that are not as prominent, the process is more difficult. Many obstacles such as reliability
and cost have hampered progress in this regard, and various separate tools for every stage of the
development process have been developed to overcome these difficulties.
Developing a system that is able to combine these identified partial solutions, involves customising
existing tools and developing new ones to interface the overall end-to-end process. This work documents
the integration of several tools to enable the end-to-end development of an Automatic Speech
Recognition system in a typical under-resourced language. Google App Engine is employed as the
core environment for data verification, storage and distribution, and used in conjunction with existing
tools for gathering text data and for speech data recording. We analyse the data acquired by each of
the tools and develop an ASR system in Shona, an important under-resourced language of Southern
Africa. Although unexpected logistical problems complicated the process, we were able to collect
a useable Shona speech corpus, and develop the first Automatic Speech Recognition system in that
language. / MIng (Computer and Electronic Engineering), North-West University, Potchefstroom Campus, 2014
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Auf dem Weg zu einem TEI-Austauschformat für ägyptisch-koptische TexteGerhards, Simone, Schweitzer, Simon 20 April 2016 (has links) (PDF)
Diverse ägyptologische Großprojekte (TLA: http://aaew.bbaw.de/tla; Ramses: http://ramses.ulg.ac.be/; Rubensohn: http://elephantine.smb.museum/; Karnak: http://www.cfeetk.cnrs.fr/karnak/) erstellen annotierte Korpora. Für einen Datenaustausch ist ein standardisiertes Austauschformat, das auf TEI beruht, dringend erforderlich. Dazu haben sich diese Großprojekte zusammengeschlossen, um einen gemeinsamen Vorschlag zu erarbeiten. In unserem Vortrag möchten wir den aktuellen Stand der Diskussion präsentieren: Was ist der Basistext in der Auszeichnung: hieroglyphische Annotation oder die Umschrift des Textes? Wie geht man mit den verschiedenen Schriftformaten um? Können die Metadatenangaben im Header mithilfe gemeinsamer Thesauri standardisiert werden? Was wird inline, was wird stand-off annotiert?
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SECOND LANGUAGE ACQUISITION OF SPATIAL METAPHORS IN ENGLISH AND CHINESE WRITINGS: INSIGHTS FROM NATIVE AND LEARNER LANGUAGE CORPORAJin, Lingxia January 2011 (has links)
First outlined by Lakoff and Johnson (1980), Conceptual Metaphor Theory (CMT) continues to thrive (e.g. Lakoff&Johnson 1992, Lakoff, 1993, 1999, 2008), by first challenging the traditional view on metaphor as a matter of language and something extraordinary and poetic. CMT claims that metaphor is pervasive and essential in language and thought. Furthermore, metaphor is considered as the locus for abstract reasoning in this theory.Since its proposal, CMT has triggered plethoric research. However, few empirical studies have examined metaphors in second language (L2) acquisition and the importance of metaphor has not been fully recognized as an indispensable dimension in second language teaching and learning (Littlemore, 2009; Littlemore&Low, 2006b). However, metaphors present a hurdle for L2 learners (Danesi, 1992); L2 learners misinterpret metaphors for cultural reasons (Littlemore, 2003); teaching conceptual metaphor as a learning strategy facilitate language learning (Littlemore&Low, 2006a; Li, 2009).Thus, the current study investigates metaphor in learner language in light of CMT via a corpus-based approach. The study particularly examines how L2 learners of Chinese and English express vertical spatial metaphors in L2 English and L2 Chinese writings and how they differ from learners' target languages and learners' native languages.The findings reveal that L2 language development is a dynamic process and four key factors are found to interplay in learners' acquisition of conceptual metaphors: frequency of the metaphor, L2 proficiency, topic familiarity, and linguistic factors. In particular, the frequency of the metaphor as reflected in the target language has the most important impact on learners' acquisition of conceptual metaphors, overriding the factor whether a metaphor is shared in L1 and L2 or not; secondly, L2 proficiency influences how learners are affected by their first languages: learners with lower proficiency are more affected; thirdly, learners acquire the metaphors associated with a familiar topic; finally, L2 learners are constrained by the main semantic unit in the metaphorical expressions. Overall, the study demonstrates that figurative language development is a dynamic process: learners' metaphoric competence demonstrates a developmental pattern, in particular, a pendulum effect and it eventually emerges over L2 proficiency.
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Etude de la paraphrase sous-phrastique en traitement automatique des langues / A study of sub-sentential paraphrases in Natural Language ProcessingBouamor, Houda 11 June 2012 (has links)
La variabilité en langue est une source majeure de difficultés dans la plupart des applications du traitement automatique des langues. Elle se manifeste dans le fait qu’une même idée ou un même événement peut être exprimé avec des mots ou des groupes de mots différents ayant la même signification dans leur contexte respectif. Capturer automatiquement des équivalences sémantiques entre des unités de texte est une tâche complexe mais qui s’avère indispensable dans de nombreux contextes. L’acquisition a priori de listes d’équivalences met à disposition des ressources utiles pour, par exemple, améliorer le repérage d’une réponse à une question, autoriser des formulations différentes en évaluation de la traduction automatique, ou encore aider des auteurs à trouver des formulations plus adaptées. Dans cette thèse, nous proposons une étude détaillée de la tâche d’acquisition de paraphrases sous-phrastiques à partir de paires d’énoncés sémantiquement liés. Nous démontrons empiriquement que les corpus parallèles monolingues, bien qu’extrêmement rares, constituent le type de ressource le plus adapté pour ce genre d’étude. Nos expériences mettent en jeu cinq techniques d’acquisition, représentatives de différentes approches et connaissances, en anglais et en français. Afin d’améliorer la performance en acquisition, nous réalisons la combinaison des paraphrases produites par ces techniques par une validation reposant sur un classifieur automatique à maximum d’entropie bi-classe. Un résultat important de notre étude est l’identification de paraphrases qui défient actuellement les techniques étudiées, lesquelles sont classées et quantifiées en anglais et français. Nous examinons également dans cette thèse l’impact de la langue, du type du corpus et la comparabilité des paires des énoncés utilisés sur la tâche d’acquisition de paraphrases sous- phrastiques. Nous présentons le résultat d’une analyse de la performance des différentes méthodes testées en fonction des difficultés d’alignement des paires de paraphrases d’énoncés. Nous donnons, ensuite, un compte rendu descriptif et quantitatif des caractéristiques des paraphrases trouvées dans les différents types de corpus étudiés ainsi que celles qui défient les approches actuelles d’identification automatique. / Language variation, or the fact that messages can be conveyed in a great variety of ways by means of linguistic expressions, is one of the most challenging and certainly fascinating features of language for Natural Language Processing, with wide applications in language analysis and generation. The term paraphrase is now commonly used to refer to textual units of equivalent meaning, down to the level of sub-sentential fragments. Although one can envisage to manually build high-coverage lists of synonyms, enumerating meaning equivalences at the level of phrases is too daunting a task for humans. Consequently, acquiring this type of knowledge by automatic means has attracted a lot of attention and significant research efforts have been devoted to this objective. In this thesis we use parallel monolingual corpora for a detailed study of the task of sub-sentential paraphrase acquisition. We argue that the scarcity of this type of resource is compensated by the fact that it is the most suited corpus type for studies on paraphrasing. We propose a large exploration of this task with experiments on two languages with five different acquisition techniques, selected for their complementarity, their combinations, as well as four monolingual corpus types of varying comparability. We report, under all conditions, a significant improvement over all techniques by validating candidate paraphrases using a maximum entropy classifier. An important result of our study is the identification of difficult-to-acquire paraphrase pairs, which are classified and quantified in a bilingual typology.
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Usage des variables phonologiques dans un corpus d’interactions naturelles parents-enfant : impact du bain linguistique et dispositifs cognitifs d’apprentissage / Phonological variables usage in a corpus of parents-child interaction : cognitive devices of learning and impact of language exposureLiegeois, Loic 07 November 2014 (has links)
Cette recherche s’intéresse à l’usage de deux variables du français traditionnellement décrites comme phonologiques : la liaison et l’élision du schwa. Ces variables sont étudiées au cours d’interactions naturelles entre trois enfants et leurs parents respectifs. Plus précisément, l’objectif de cette thèse est de décrire les particularités du discours adressé à l’enfant (DAE) au niveau de l’usage des variables phonologiques et de mesurer leur impact sur l’émergence de la production de ces mêmes variables chez l’enfant. Après la présentation du cadre théorique d’analyse et de la méthodologie de recueil, de structuration et d’analyse des données, le travail de recherche s’organise en trois parties. La première étude basée sur corpus, descriptive, a deux principaux objectifs. Dans un premier temps, il s’agit de mesurer à quelle variation les jeunes enfants sont exposés au domicile familial. Ensuite, le but est de confronter les résultats des études précédentes sur l’acquisition de la liaison, principalement obtenus à partir de tâches expérimentales, à des données issues de corpus denses d’interactions parent-enfant. Cette étude a notamment permis de relever l’influence de facteurs liés à l’usage, comme la fréquence, sur l’emploi des variables phonologiques. La seconde étude se focalise sur les caractéristiques du DAE. Les résultats présentés démontrent notamment que l’usage des variables phonologiques est modulé en DAE, et ce essentiellement à un stade précoce. Cette modulation s’atténue ensuite au cours du développement linguistique des jeunes sujets. La dernière étude de ce travail de recherche permet de mettre en relation les productions enfantines et parentales. Il apparaît que le développement de la variation phonologique va dans le sens des hypothèses émises par les modèles basés sur l’usage : la variation phonologique est à un stade précoce mémorisée à l’intérieur de constructions spécifiques, particulièrement fréquentes et saillantes dans le DAE. Celles-ci vont ensuite s’abstraire et entrer en concurrence au cours du développement, ces deux phénomènes étant particulièrement sensibles aux facteurs d’usage, notamment la fréquence d’emploi des types et des formes linguistiques. / This study deals with the usage of two French linguistic variables liaison and elision, which are traditionally described as phonological variables. They are studied during natural interactions between three children and their parents. More precisely, the aim of this thesis is to describe the specificities of the child directed speech (CDS) concerning the usage of liaison and elision to measure their impact on the emergence of these phonological variables in the speech of the children. After the presentation of the theoretical context of the study (Usage-Based Models and Construction Grammar) and the methodology used to collect, structure, and analyse the data, the research is divided into three analysis sections. The aim of the first corpus based study, a descriptive one, is twofold. The first objective is to describe the variation to which children are exposed at home. A second objective is to compare the results of previous studies on liaison acquisition, obtained mainly from experimental tasks, with data extracted from dense corpora collected during natural interactions between the children and their parents. In particular, this study shows that usage factors, including the frequency of items, influence the production of phonological variables. The second study focuses on the specificities of CDS. The results show that the usage of phonological variables is modulated in CDS, essentially at an early stage of language acquisition. Then, this modulation attenuates during the child’s development. The aim of the third study is to connect parent’s productions and children’s productions. It appears that the results concerning the development of phonological variation are in step with the assumptions provided by the usage-based models: at an early stage, the variation is memorized into specific constructions, particularly salient and frequent in CDS. Then, these constructions are abstracted and enter into competition with each other during the course of language development. The children’s productions show that these two phenomena are especially sensitive to usage factors, including type and token frequency.
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A corpus-assisted research on translator style :Eileen Chang as a self-translatorChen, Feng De January 2018 (has links)
University of Macau / Faculty of Arts and Humanities. / Department of English
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A corpora??o como inst?ncia sociopol?tica antecipadora do Estado na Filosofia do Direito de HegelXimenes, Jo?o de Ara?jo 26 August 2010 (has links)
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Previous issue date: 2010-08-26 / Esta disserta??o aborda o conceito de Corpora??o, na obra Filosofia do Direito publicada por Hegel em 1820/21, com o objetivo de lan?ar luz sobre esta tem?tica. Pois, a Corpora??o ? considerada uma institui??o mediadora, inserida na Sociedade Civil-Burguesa, cuja import?ncia se deve, principalmente, pelas suas caracter?sticas de institui??o social e pol?tica. Esta dupla caracter?stica motivou a seguinte pergunta: Como as Corpora??es, consideradas como uma inst?ncia da Sociedade Civil-Burguesa, tratadas por Hegel na Filosofia do Direito, efetuam a sociabilidade que tem a for?a de formar a interdepend?ncia e a integra??o dos indiv?duos ? Com o intuito de oferecer uma resposta, essa disserta??o foi escrita em tr?s cap?tulos: 1) A institui??o da liberdade na Filosofia do Direito, no qual se buscou estabelecer uma conex?o entre a Corpora??o e o conceito central da obra: a liberdade; 2) Media??o das Corpora??es na Sociedade Civil-Burguesa, no qual se buscou mostrar os principais elementos que comp?em a Corpora??o, enquanto institui??o; e, finalmente, 3) A Corpora??o entre a juridifica??o e o reconhecimento, no qual se buscou estabelecer uma leitura hermen?utica atual da obra e desse conceito.
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The effects of lexical input on L2 writing: a corpus-informed approach.January 2010 (has links)
Huang, Zeping. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 121-132). / Abstracts in English and Chinese; appendix two in English and Chinese. / Acknowledgements --- p.i / Abstract --- p.iii / Abstract (Chinese) --- p.v / Table Of Contents --- p.vi / List of Tables --- p.ix / List of Figures and Graphs --- p.x / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Chapter 1.1. --- Motivation --- p.1 / Chapter 1.1.2. --- The importance of language use in L2 writing --- p.1 / Chapter 1.1.2. --- The possibilities of integrating corpora into L2 writing instruction --- p.2 / Chapter 1.1.3. --- The need for corpus-informed approach --- p.2 / Chapter 1.2. --- Purpose of this study --- p.4 / Chapter 1.3. --- Research questions --- p.5 / Chapter 1.4. --- Overall research methods --- p.5 / Chapter 1.5. --- Significance of the study --- p.5 / Chapter 1.6. --- Organization of the thesis --- p.6 / Chapter CHAPTER TWO --- LITERATURE REVIEW --- p.8 / Chapter 2.1. --- "Research on corpora and L2 writing...," --- p.8 / Chapter 2.1.1. --- Studies on corpus use from teachers' perspective --- p.9 / Chapter 2.1.2. --- Studies on students' direct use of corpus --- p.10 / Chapter 2.1.3. --- Empirical Studies on corpus and vocabulary learning --- p.17 / Chapter 2.2. --- Evaluations of the studies under review --- p.19 / Chapter 2.2.1. --- Evaluation of research on corpus-informed teaching materials development --- p.19 / Chapter 2.2.2. --- Evaluations of empirical research on students' direct use of corpus --- p.21 / Chapter 2.3. --- Call for further studies --- p.22 / Chapter CHAPTER THREE --- METHODOLOGY --- p.24 / Chapter 3.1. --- Participants --- p.24 / Chapter 3.2. --- Research Setting --- p.25 / Chapter 3.3. --- Materials --- p.25 / Chapter 3.3.1. --- Corpora used --- p.26 / Chapter 3.3.2. --- Selecting the target words --- p.28 / Chapter 3.3.3. --- Sifting the concordance lines --- p.29 / Chapter 3.3.4. --- Formulating the queries --- p.30 / Chapter 3.4. --- Research design --- p.32 / Chapter 3.4.1. --- Pretest --- p.33 / Chapter 3.4.2. --- Immediate posttest --- p.33 / Chapter 3.4.3. --- Delayed posttest --- p.34 / Chapter 3.5. --- Procedures --- p.35 / Chapter 3.6. --- Instruments --- p.37 / Chapter 3.6.1. --- Questionnaires --- p.37 / Chapter 3.6.2. --- Learning journals --- p.38 / Chapter 3.6.3. --- Uptake sheets --- p.38 / Chapter 3.7. --- Data collection and analysis --- p.38 / Chapter 3.7.1. --- Holistic scoring --- p.39 / Chapter 3.7.2. --- Analysis of the use of target words --- p.40 / Chapter 3.7.3. --- Questionnaire responses --- p.42 / Chapter 3.8. --- Chapter summary --- p.43 / Chapter CHAPTER FOUR --- RESULTS --- p.44 / Chapter 4.1. --- Holistic scores --- p.44 / Chapter 4.2. --- Use of signaling nouns (SNs) --- p.46 / Chapter 4.2.1. --- Accuracy --- p.46 / Chapter 4.2.2. --- Complexity --- p.61 / Chapter 4.2.3. --- Retention of the target patterns --- p.73 / Chapter 4.3. --- Content Schemata nouns --- p.74 / Chapter 4.4. --- Evaluation of the concordance exercises --- p.75 / Chapter 4.4.1. --- Effects on vocabulary learning --- p.75 / Chapter 4.4.2. --- Effect on L2 writing --- p.78 / Chapter 4.4.3. --- Difficulties in doing the concordance exercises --- p.80 / Chapter 4.5. --- Chapter summary --- p.84 / Chapter CHAPTER FIVE --- DISCUSSION --- p.85 / Chapter 5.1. --- Did the corpus-informed approach improve students' overall writing quality? --- p.85 / Chapter 5.1.1. --- Cut-off sentences --- p.87 / Chapter 5.1.2. --- Culture-loaded information in concordance lines --- p.88 / Chapter 5.2. --- Did the corpus-informed approach improve vocabulary use in students' writing? --- p.90 / Chapter 5.2.1. --- Interface of lexis and syntax --- p.91 / Chapter 5.2.2. --- Encouraging usage-based learning --- p.95 / Chapter 5.2.3. --- Raising learner awareness of collocation and colligation --- p.97 / Chapter 5.2.4. --- Retention of lexico-grammatical patterns --- p.98 / Chapter 5.3. --- Did students think that corpus-informed approach helped their writing? --- p.100 / Chapter 5.4. --- Towards a tentative model of corpus-informed writing instruction --- p.102 / Chapter 5.4.1. --- Preparing Materials --- p.104 / Chapter 5.4.2. --- During the exploration of a topic-specific corpus --- p.105 / Chapter 5.4.3. --- Follow-up activities after exploration of the topic-specific corpus --- p.106 / Chapter 5.5. --- Chapter summary --- p.108 / Chapter CHAPTER SIX --- CONCLUSION --- p.109 / Chapter 6.1. --- Summary of this study --- p.109 / Chapter 6.1.1. --- Enhancement of lexico-grammatical patterns --- p.109 / Chapter 6.1.2. --- Enhanced awareness of the importance of collocations --- p.111 / Chapter 6.1.3. --- Pivotal role of prior grammatical knowledge in corpus-informed learning --- p.111 / Chapter 6.1.4. --- Insignificant correlation between learning CSNs and ideas development --- p.113 / Chapter 6.2. --- Pedagogical implications --- p.113 / Chapter 6.2.1. --- Writing materials development --- p.114 / Chapter 6.2.2. --- Implementation of corpus-informed activities --- p.115 / Chapter 6.3. --- Limitations and suggestions --- p.117 / Chapter 6.3.1. --- A longer experimental time frame --- p.117 / Chapter 6.3.2. --- More lexical input --- p.118 / Chapter 6.3.3. --- More comparison groups --- p.118 / Chapter 6.3.4. --- Different proficiency levels --- p.119 / Chapter 6.3.5. --- Web-based concordances and more follow-up learning activities --- p.119 / Chapter 6.3.6. --- Case studies --- p.120 / Chapter 6.4. --- Closing remarks --- p.120 / Bibliography --- p.121 / Appendix One Questionnaire One --- p.133 / Appendix Two Questionnaire Two --- p.136 / Appendix Three Learning Journal --- p.139 / Appendix Four Pre-writing Vocabulary Study --- p.140 / Appendix Five Pretest Writing Task --- p.153 / Appendix Six Immediate Posttest Writing Task --- p.154 / Appendix Seven Delayed Posttest Writing Task --- p.155
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