By Stanislaw Gozdz-Roszkowski
Translators, legislation scholars or attorneys who start to care for felony language face a bewildering number of criminal writings. although felony language has been tested from a large number of views, there are nearly no experiences explicitly addressing edition in felony English by way of recurrent linguistic styles. This publication is a primary step in the direction of filling this hole. It offers a corpus-based linguistic description of version between numerous chosen criminal genres, together with vocabulary distribution and use (keywords), prolonged lexical expressions (lexical bundles), and lexico-syntactic co-occurrence styles (multidimensional analysis). The findings are interpreted in useful phrases in an try to supply an total characterization of the main in general encountered forms of criminal language.
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However, there are relatively few studies which use this analytical tool to examine disciplinary genres – one exception is Cacciani (forthcoming), which treats keywords as cues to knowledge construction in the genre of research articles. 0, Scott (2008) refers to keywords as “those words whose frequency is unusually high in comparison with some norm”. Extracting keywords involves comparing two wordlists. One wordlist is based on the words from a particular genre, the other wordlist is a larger reference list 10 .
1. g. g. g. Groom, 2005; Hyland, 2008). Such studies are the result of extensive work in corpus linguistics and the growing recognition of the central importance of phraseology. Hunston and Francis (1999) propose a theory of language as phraseology which they term pattern grammar. Following Sinclair’s idiom principle, they consider “semi-preconstructed phrases that constitute single Chapter 2: The Methods and the Corpus 39 choices” (Sinclair, 1991: 110) as the essential unit of linguistic meaning and structure, and as the principal focus of linguistic analysis (for further discussion, see Hunston, 2002; Partington, 1998; Sinclair, 2004; Stubbs, 2001; 2002; 2004).
For example, collecting the opinions of the US Supreme Court seemed an obvious choice given the significance and the influence this institution has exerted on the American legal system and legal education. S. Supreme Court: “the American counterpart of the British Crown, but unlike a queen on the throne, the Court has real power. It can bring Congress, President, state governors and legislators to heel” (Abraham, 1998: 35). It is the only court mentioned in Article III or in any other part of the Constitution.