CLASSICAL ELEMENTS AND WORD-FORMATION IN ACADEMIC DISCOURSE

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Abstract


Despite the variety of disciplinary discourses, the global academic discourse in English preserves the uniform language of study and research, the lexical corpus of which contains structures composed of classical elements, morphemes of Latin and Greek origin. Understanding and mastering this international academic corpus is essential for all members of the academy, especially neophytes and international researchers. However, the information concerning classical combining forms and word-formation in dictionaries, reference books and academic English teaching materials is often insufficient, inaccurate or unsystematic. The paper analyses the state of affairs in the study of classical elements in academic discourse in English and offers an interdisciplinary approach to more effective comprehension of academic vocabulary. The approach draws from linguistics, discourse analysis, contrastive rhetoric (viewed as intercultural rhetoric) and the theory of common underlying proficiency of language acquisition, aimed at developing academic vocabularies simultaneously in both the native language and English. The approach has been tested in a variety of academic contexts and provides an efficient model for developing academic vocabulary by activating the prior, tacit knowledge of classical elements shared by participants of academic discourse across cultures.

About the authors

IRINA BORISOVNA KOROTKINA

Moscow School of Social and Economic Sciences

Email: irina.korotkina@gmail.com
82/2 Vernadsky prospect, Moscow, 119571, Russian Federation
PhD, Head of the Interdisciplinary Department of English Moscow School of Social and Economic Sciences, Associate professor at the School of Public Policy, Russian Presidential Academy of National Economy and Public Administration. She is a Member of the National Society of English Teachers (NATE) and author of a number of teaching manuals, educational programs and more than 70 scientific publications in the field of English language teaching methodology, academic literacy, distance learning and the use of Information and communication technologies in the educational process

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