فهرس المقالات Corpus analysis

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  1 - A Corpus-based Analysis of Epistemic Stance Adverbs in Essays Written by Native English Speakers and Iranian EFL Learners
  امیر سبزوار حمیدرضا حق وردی رضا بی ریا
  10.30495/jal.2020.674922
  Academic essays entail taking a stance on the truth value of propositions. Epistemic adverbs deal with the speaker's assessment of the truth value of propositions. Employing a corpus-based approach with descriptive statistics and qualitative description, this study expl أکثر

  Academic essays entail taking a stance on the truth value of propositions. Epistemic adverbs deal with the speaker's assessment of the truth value of propositions. Employing a corpus-based approach with descriptive statistics and qualitative description, this study explored the use of epistemic stance adverbs in academic essays written by native English speakers and Iranian EFL learners. Following Biber et al.'s (1999) framework of stance adverbials, the researchers employed a corpus of 62077 words taken from class assignments written by Iranian EFL learners and a corpus of 65268 words taken from British Academic Written English (BAWE) to investigate the use of epistemic stance adverbs. Antconc software 3.4.3 version was used to search the most frequent stance adverbs. Frequency counts for each of the adverbs were extracted and normalized per 1000 words; then, Chi-square was run to pinpoint any differences between the two groups. The findings revealed both similarities and differences in the use of stance adverbs between the two groups. For example, EFL writers used more confident adverbs to show their authorial presence while native speakers used more maybe adverbs which are less authority-oriented. The findings may have implications for second/foreign language learners and writing instruction. تفاصيل المقالة
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  2 - Vocabulary Lists for EAP and Conversation Students
  Mahmood Safari
  Despite the abundance of research investigating general and academic vocabularies and developing dozens of word lists, few studies have compared academic vocabulary with general service word lists such as conversation vocabulary. Many EAP researchers assume that univers أکثر

  Despite the abundance of research investigating general and academic vocabularies and developing dozens of word lists, few studies have compared academic vocabulary with general service word lists such as conversation vocabulary. Many EAP researchers assume that university students need to know all the words in West’s (1953) General Service List (GSL) as a prerequisite to academic words (e.g., Coxhead’s, 2000) and teachers at language institutes recommend conversation students to learn words in Coxhead’s Academic Word List (AWL) as a follow-up to the GSL. The present study compared the academic and conversation vocabularies by exploring frequency and coverage of words in academic and conversation corpora. The GSL and AWL words were investigated in a conversation corpus and an academic corpus, each containing around 12 million running words. The analysis revealed that 1200 GSL word families were highly frequent in both corpora and 645 GSL word families were highly frequent in the conversation corpus but of low frequency in the academic texts. Also, a new academic word list of 700 word families was developed, which proved to be much more rigorous than Coxhead’s AWL. Further analysis indicated that the abovementioned 645 GSL words had a very low coverage of academic texts (0.7%), while they covered 4.05% of the conversation corpus. The new academic word list covered only 1.6% of the conversation corpus, whereas it had a high coverage of the academic texts (9.1%), much higher than that of the AWL (7.5%). The analysis of some other academic corpora revealed identical results. تفاصيل المقالة
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  3 - Comparative Study of the Academic Vocabulary Content of Electronic Engi-neering Corpora, GE Materials and M.S. Entrance Examinations
  Parviz Maftoon Aris Hakhverdian
  The importance of vocabulary learning has been underlined in the field of English for Academic Purposes (EAP) because non-English majors who require reading English texts in their fields of study have to expand their English vocabulary knowledge much more efficiently th أکثر

  The importance of vocabulary learning has been underlined in the field of English for Academic Purposes (EAP) because non-English majors who require reading English texts in their fields of study have to expand their English vocabulary knowledge much more efficiently than ordinary ESL/EFL learners. Since academic vocabulary instruction in Iranian universities is realized through the use of General English (GE) textbooks, the present study pursued a dual purpose of evaluating Iranian engineering undergraduates’ knowledge of academic vocabulary, as well as conducting a comparative corpus analysis of the academic vocabulary content of GE textbooks, electrical/electronic engineering Master’s Entrance Examinations, and authentic electrical and electronic engineering texts. The participants were 520 engineering students from ten universities. The corpora under study comprised a total of 1,180,000 running words. The results revealed an inadequacy of academic vocabulary knowledge among Iranian engineering undergraduates, as well as the fact that GE textbooks for engineering students do not have sufficient coverage of academic vocabulary as compared to M.S. examinations and authentic electronic engineering corpora. There was also insufficient correspondence between academic words in M.A. entrance exams and the authentic texts. تفاصيل المقالة
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  4 - مقایسه آنالیزلاشه و پروفایل اسیدهای چرب بین قزل‌آلای رنگین کمان رودخانه‌ای، پرورشی (Oncorhynchus mykiss) و قزل‌آلای خال قرمز (Salmo trutta fario) در رودخانه هراز
  نیلوفر فلاح مهرنوش نوروزی تقی محمدی فوتمی
  تحقیق حاضر با هدف تعیین ترکیب شیمیایی و پروفایل اسید‌های چرب بافت عضلانی سه گروه از آزاد‌ ماهیان رودخانه‌ای و پرورشی شامل قزل آلای رنگین کمان رودخانه‌ای و پرورشی (Oncorhynchus mykiss) و قزل آلای خال قرمز(Salmo trutta fario) انجام شد. در مجموع 9 عدد ماهی قزل آلای رنگین ک أکثر

  تحقیق حاضر با هدف تعیین ترکیب شیمیایی و پروفایل اسید‌های چرب بافت عضلانی سه گروه از آزاد‌ ماهیان رودخانه‌ای و پرورشی شامل قزل آلای رنگین کمان رودخانه‌ای و پرورشی (Oncorhynchus mykiss) و قزل آلای خال قرمز(Salmo trutta fario) انجام شد. در مجموع 9 عدد ماهی قزل آلای رنگین کمان رودخانه ای، خال قرمز و قزل آلای پرورشی از محدوده رودخانه هراز نمونه برداری شد. نمونه‌ها به حالت منجمد به آزمایشگاه منتقل، زیست سنجی سپس ترکیبات لاشه و پروفایل اسیدهای چرب با سه تکرار اندازه گیری شدند. مطابق با نتایج زیست سنجی و آنالیز لاشه (خاکستر، رطوبت، پروتئین و چربی) اختلاف معنا‌داری بین سه گروه مشاهده نشد (05/0<P).بیشترین مقدار اسید چرب اشباع (SFA) 787/0± 80/24، تک غیر اشباع (MUFA) 638/1± 03/48 و چند غیر اشباع (PUFA) 916/4± 95/45 به ترتیب در ماهی قزل آلای رودخانه‌ای، خال قرمز و پرورشی دیده شد که تفاوت معنی‌داری بین سه گروه وجود داشت (05/0>P).اما در میزان امگا 3 (ω-3)، امگا 6 (ω-6)، ایکوزاپنتائنوئیک اسید (EPA) و دوکوزا هگزانوئیک اسید (DHA) بین گروه ها اختلاف معنی‌داری دیده نشد (05/0<P). همچنین نسبت ω-3/ω-6 در تمام گونه‌ها از یک بیشتر بود.بیشترین نسبت ω-3/ω-6 به ترتیب در قزل آلا پرورشی (625/0± 30/3)، قزل آلا خال قرمز (458/0± 44/2) و قزل آلا رودخانه‌ای (706/0± 36/2) مشاهده شد. در هر سه گروه مورد مطالعه، نسبت ω-3/ω-6 از مقدار توصیه شده متخصصان تغذیه بیشتر بود. بر اساس نتایج، قزل آلای رنگین کمان رودخانه‌ای، پرورشی و خال قرمز از نظر ارزش غذایی بسیار غنی هستند. تفاصيل المقالة