Abstract
Academic vocabulary serves as the core of academic writing. The level of application directly determines the standardization and professionalism of academic texts. Besides, it directly determining the standardization and logic of academic texts. As the opening section of an academic thesis, introduction part reflects students’ academic expression ability through the usage of academic vocabulary. The study used 40 undergraduate thesis introductions as research materials. It takes the Coxhead Academic Word Lists (AWL) as the criterion, and applies the AntConc 3.5.7 corpus tool to explore students’ academic vocabulary usage characteristics. The results show that the frequency of AWL academic vocabulary usage among students is 9.98%, but the coverage rate is only 1.70%. Students have acquired solid basic application abilities in high-frequency core vocabulary. They do not have significant collocation or part of speech errors. However, they have obvious drawbacks in advanced applications, manifested in the homogenization of high-frequency word usage and insufficient expansion of word sublists. Moreover, the study proposes some teaching suggestions for improving the quality and efficiency of academic writing teaching in English majors provides empirical evidence.
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How to cite this paper
A Study on the Academic Vocabulary Features in Introduction Writing by English Major Students: Based on AWL and Corpus Analysis
How to cite this paper: Hongli Niu. (2025). A Study on the Academic Vocabulary Features in Introduction Writing by English Major Students: Based on AWL and Corpus Analysis. Translation and Foreign Language Learning, 1(5), 924-928.
DOI: http://dx.doi.org/10.26855/tfll.2025.12.030