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graeco-latin scholarly vocab

graeco-latin scholarly vocab - Joby Martin PSY 336 Corson...

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Joby Martin PSY 336 4/28/05 Corson, David. (1997). The Learning and Use of Academic English Words. Language Learning , 47. 671- 719. Abstract: This article examines the learning and use of academic English words by students who differ socioculturally. It argues that the Graeco-Latin vocabulary of English, which dominates the language's academic vocabulary, offers various levels of potential difficulty for students from different class, cultural, or linguistic social factions. It presents the evidence for this conclusion by integrating work from discursive psychology, the sociology of language, psycholinguistics and applied linguistics, and by attempting a comprehensive review of the published literature on its topic. The article concludes by inferring some changes to practices in L1 and L2 academic English education. In his article The Learning and Use of Academic English Words, linguist David Corson suggests that a significant gap exists between people of varying socio-economic backgrounds when learning advanced, academic, Graeco-Latin English. Corson begins by iterating the fact that the majority of academic English language is termed in Graeco-Latin, a type of English that is learned later in life, and is characterized by “foreign-sounding, rather long words.”
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Conversely, common communicative language is characterized as Anglo- Saxon, “familiar, homely-sounding, typically short words.” These words are learned very early in life, and used mainly for practical, everyday purposes. In order to be successful academically, Corson suggests, a student must have a firm grasp on Graeco-Latin language. However, if children are not exposed to this type of language outside of school, they often have more difficulty learning the academic language in their adolescent years. Corson treats the Graeco-Latin version of English as essentially a different language altogether than that of the Anglo-Saxon version. Students who have been exposed to Graeco-Latin language approach the academic language with some degree of familiarity. This creates what he describes as a “culture of literacy”, and puts them at an advantage academically to students whose life outside school does not provide exposure to this type of language. Students who learn English as a second language have a doubly difficult time understanding Graeco-Latin language. English is taught to ESL students in terms of Anglo-Saxon language: basic, functional language that can be used to communicate in this foreign language. Therefore, they have an even worse
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