Corpus-based Study

Corpus linguistics is a new branch of linguistics but its status is still debatable-either as a theory or a methodology. This article aims to give an overview of the different approaches and perspectives of corpus linguistics. The neo-Firthians contend that corpus linguistics is a method, while other prominent corpus linguists claim that it is a theory. Other corpus linguists believe that corpus linguistics can be both a methodology as well as a theory depending on the extent and purposes it is used for. The applicability of corpus linguistics as a methodology is observed in English Language Teaching and Learning (ELT). Learner corpora are used extensively in second language pedagogy and research as either direct approach involving Data-Driven Learning (DDL) where students participated as researchers and worked directly with corpora or indirect approach where corpus is used as a research method in producing dictionaries, syllabuses, textbooks, and teaching materials.

KEYWORDS The formulaic expressions constitute an essential part of language use either written or spoken. The present study aimed at investigating the frequency of formulaic expressions in EAP books in hard and social sciences. In addition, it was attempted to seek any significant differences in the frequency of formulaic expressions between hard and social sciences. In order to find out about the frequency of formulaic expression, first a corpus of texts was complied. The corpus included three EAP books in social sciences and three such books in hard sciences. The analysis of the corpus was done by the help of AntConc 3.2.4. The results of analysis showed that formulaic expressions were frequently found in EAP books both in hard and social sciences. It was also found that formulaic expressions were more frequently seen in hard sciences compared to social sciences. The results of the study were discussed by making references to previous studies on formulaic expressions and memory based system of language learning and use.

Language used at the EU institutions makes extensive use of neologisms coined to denote specifically European concepts which are absent at a national level, yet must be rendered in the target language. This paper presents a corpus-based analysis of Eurojargon translation as a potential source of neologisms in Polish. The analysis aims at verifying how the translators handle the influx of novel Eurojargon terminology; what translation strategies they apply; whether they use Eurojargon neologisms eagerly in the Polish renditions of the original texts. It is also shown which types of lexical innovations seem to be most frequently used in Polish translations.  All these issues are discussed on the basis of data derived from a parallel corpus of English Press Releases and their Polish translations issued by the major EU institutions. Translator’s choices are further analysed in the light of two corpora of the Polish language: PWN Corpus and IPI PAN Corpus.

Factive verbs are known to presuppose the truth of their complements, and regret is an example of factive verbs. This corpus-based study aims to investigate the complement, use, and frequency of occurrence of regret in COCA, and shed light on various uses of this verb. The scope of this study was limited to the bare form of regret, and most common complements of regret were analyzed throughout the study. The findings revealed that all the complements were presupposed to be true due to the factive verb regret, and regret has various complements such as regret + Ving, regret + to V1, regret + that. What is more, all these complements assign different meanings to regret in context.

The problem of incomplete language acquisition and heritage languages is approached from several perspectives: who are heritage speakers, how are they different from native speakers and L2 learners, is heritage language a particular system? This paper aims at answering these and
other questions focusing on constructional deviations in the output of heritage speakers and linguistic strategies that these speakers perform in their production. The research is corpus-based and offers a thorough comparative analysis of English and Russian constructions.
Keywords: incomplete acquisition, heritage languages, corpus-based study, constructional deviations.

For a long time in Mainland China, there exists a need for authentic supplementary materials and an extensive native speaker environment in courses like English as a Foreign Language and English for Specific Purposes. Yet, how to promote learners' creativity in the process of developing medical learning materials practice? This study aims to develop certain medical learning materials as an Enriched Corpus-Based English Supplement. Developing those proper medical learning materials for medical learners can help them to develop relevant strategies of corpus-based learning creatively. It had been conducted from December 2016 to November 2019 with four teachers and 180 third-year medical students at Xinxiang Medical University in the Medical English course. Mixed methods were chosen to observe and investigate the use of ECBES among third-year medical students. Both quantitative and qualitative data in the learning process and the outcome had been collected and analyzed. The practice showed that more than 60% of the learners thought they were language learners; their needs were the starting point of enriching creative supplementary materials. Quantitative data of learners' production after the practice were displayed, which implied that the ECBES practice of four skills was practical and useful. Then it discussed several aspects of qualitative indexes for the learners' creative production, such as their choosing autonomy opportunities, practice opportunities from the learners' views. The findings suggested that certain corpus-based materials could be developed to promote learners' creativity in ESP learning.