In:Learning the Language of Dentistry: Disciplinary corpora in the teaching of English for Specific Academic Purposes
Peter Crosthwaite and Lisa Cheung
[Studies in Corpus Linguistics 93] 2019
► pp. v–viii
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Published online: 20 August 2019
https://doi.org/10.1075/scl.93.toc
https://doi.org/10.1075/scl.93.toc
Table of contents
Acknowledgements
Foreword by Ken Hyland, University of East Anglia
Chapter 1.Getting to the ‘root’ of the problem: Introduction to the volume
1.1EAP, EGAP, ESAP, and the ESAP conundrum for non-specialist disciplinary
language tutors
1.2Introduction to Section 1
1.2.1Definitions of register/genre
1.2.2Analysing register
1.2.3Genres for analysis
1.3Chapter 2 – ‘Extracting’ the linguistic dimensions of dentistry
experimental research articles
1.4Chapter 3 – Persuasive stories? Professional and novice research reports for Dental Public
Health
1.5Chapter 4 – Understanding disciplinary vs. non-disciplinary
terminology: Insights from the dentistry case report genre
1.6Introduction to Section 2
1.7Chapter 5 – Data-driven dentistry: Corpora, ESAP, and writing-to-learn
1.8Chapter 6 – Putting it into [dental] practice: User engagement with dentistry corpora and DDL
1.9Chapter 7 – Reflection on practice, future directions.
Section 1.The language of dentistry – A corpus-based exploration of language
features across the dentistry register.
Chapter 2.‘Extracting’ the linguistic dimensions of dentistry experimental
research articles
2.1Introduction
2.2Corpus construction
2.3MDA Version 1: Comparison with Biber’s (1988) dimensions
2.4MAT analyses across Biber’s (1988) dimensions
2.5MDA Version 2: The functional dimensions of dentistry research
articles
2.5.1Function 1 – Confirming findings as facts
2.5.2Function 2 – Categorising patient types
2.5.3Dimension 1 – Narrative vs. non-narrative concerns
2.5.4Dimension 2 – Active vs. passive
2.5.5Dimension 3 – Involved vs. informational discourse
2.5.6Dentistry vs. general medical research reports
2.6Discipline-specific lexis and phraseology
2.7Chapter summary
Chapter 3.Persuasive stories? Professional and novice research reports for Dental Public
Health
3.1Introduction
3.2Corpora for investigation
3.2.1Professional dentistry corpus – Community Dental
Health
3.2.2Learner corpus of dentistry reports
3.3Analysis 1: Multidimensional analysis
3.3.1Dimension 1 – Narrative vs. informative
3.3.2Dimension 2 – Persuasive vs. objective
3.3.3Dimension 3 – Tentative vs. authoritative
3.3.4Dimension 4 – Active vs. passive
3.3.5Dimension 5 – Animate vs. inanimate
3.4Analysis 2: Making claims personal: Hedging, boosting and
self-mention
3.4.1Hedging
3.4.2Boosting
3.4.3Self-mention
3.5Analysis 3: Narrative features of novice Dental Public Health
writing: An NLP approach
3.6Chapter summary
Chapter 4.Understanding disciplinary vs. non-disciplinary terminology: Insights from the dentistry case report genre
4.1Introduction
4.2Natural language processing and ESAP
4.3Constructing a corpus of case reports
4.4“Fear and disgust”: A sentiment analysis of dental case
reports
4.4.1Procedure
4.4.2Negative adjectives
4.4.3Fear and disgust
4.4.4Well-being
4.4.5Positive nouns and verbs
4.5Arts, crafts and dentistry? The semantic domains of dentistry
case reports
4.5.1Procedure
4.5.2General and abstract terms
4.5.3The body and the individual
4.5.4Numbers and measurement
4.5.5Substances, objects and materials
4.5.6Movement, location, travel and transport
4.5.7Psychological actions, states and processes
4.5.8Time
4.5.9Social actions, states and processes
4.5.10Combined semantic subdomains specific to dentistry case
reports
4.6Scattertext and semantic domains
4.7Chapter summary
Section 2.Applying corpus insights for ESAP pedagogy
Chapter 5.Data-driven dentistry: Corpora, ESAP, and writing-to-learn
5.1Introduction
5.2The problem with ‘learning to write’
5.3Corpora and ‘writing-to-learn’
5.4Trial and error: First integration of corpora into ED
provision
5.5Trying again: A new corpus platform
5.6Corpus tasks
5.6.1Supplementary Moodle tasks
5.6.2Additional activities
5.7Chapter summary
Chapter 6.Putting it into (dental) practice: User engagement with dentistry corpora and DDL
6.1Introduction
6.2Students’ previous language reference habits
6.3Learner behaviour tracking parameters and analysis
6.4Total user engagement
6.5Queries by section (Learner corpus)
6.6Queries by function
6.7Query logs: Learner corpus
6.8Query logs: Professional corpus
6.9Corpus query habits: Top 10 users
6.10Corpus usage history: Activity logs
6.10.1Case 1: The abstract thinker
6.10.2Case 2: The switcher
6.10.3Case 3: The quitter
6.10.4Case 4: The perfectionist
6.11Chapter Summary
Chapter 7.Reflections on practice, and future directions
7.1What did we do, and what did we learn?
7.2Did it work?
7.2.1Student evaluation of DDL
7.2.2ESAP tutor’s perceptions of DDL
7.2.3Disciplinary tutors’ perceptions of DDL
7.3What is left to do?
7.4Closing comments
References
Appendices
Index
